121 Results
Type: Student Handouts 
This form may be used by students to track progress on a project and have them report on what they individually accomplished on a particular day or week.
Type: Student Handouts 
This form may be used during a project to have students report on what their team accomplished on a particular day or week.
Type: Student Handouts 
This document can be used to help students reflect on how they worked, and on the project itself.
Type: Student Handouts 
This document helps students think about what they did in the project and how well the project went.
Type: Student Handouts 
This document helps students organize their presentations with a specific audience in mind.
Type: Student Handouts 
This documents helps capture thoughtful feedback from the audience for student presentations.
Type: Student Handouts 
This checklist helps teachers prepare for project presentations before they start.
Type: Student Handouts 
This document helps a team keep track of project tasks, who is responsible for them, and by when.
Type: Student Handouts 
This document helps a team organize what needs to be done, by which team member, and by when.
Type: Student Handouts 
May be filled in by project team members to record agreements about how they will work together.
Type: Student Handouts
This contract can be used by a project team to agree upon how they will work together.
Type: Student Handouts 
Explains PBL, details the project, addresses assessment issues, and informs parents how to help.
Type: Planning Tools 
This planning template can be used to design your next PBL project.
Type: Rubrics 
Guide students in grades 9-12 in making effective presentations in a project.
Type: Rubrics
Guide students in grades 3-5 in being effective critical thinkers in a project.
Type: Rubrics
Guides students in grades 6-12 in being effective critical thinkers in a project.
Type: Rubrics
Guide students in grades 3-5 in being effective critical thinkers in a project.
Type: Project Videos 
Middle school arts project: animated shorts about the Mexico and U.S. border.
Type: Strategy Guides 
At the beginning of the project, students are introduced to key content in an authentic context via a stimulus or hook, which in PBL we call an entry event.
Type: Strategy Guides 
The need to know questions that initiated inquiry at the beginning of the project are central to students’ learning as they follow the project path. Need to know questions are revisited throughout the project in order to track learning and support sustained inquiry.