Critique protocols are structured processes that guide students in giving and receiving high quality feedback. This guide offers strategies for implementing peer critique protocols that enhance learning and improve the quality of student work.
The team contract is a document introduced at the start of each project that asks project teams to think through and agree on how students will individually contribute to the team, how the members will work together, and how problems will be solved when they arise.
Exit tickets are brief formative assessments and/or reflection routines that students complete and submit at the end of a lesson or class period. This guide includes strategies for using exit tickets to support assessment and reflection within the context of PBL.
Effective teams require us to think carefully about the kind of work students will be doing throughout the project. What outcomes are most important? How can we utilize teams so students effectively reach those outcomes?
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.
Helping all students (including English Language Learners) become fluent in the language of a project’s targeted content is an essential part of teaching in a PBL classroom.
In designing projects, we strive to have students doing the work of the world. Inviting those who actually do that work in the world into your project can be extremely powerful.
Just as you encourage students to accept critique and revise their work, you should use critique processes to inform your revision of projects. This strategy guide offers guidance on how to request and use student feedback to refine your projects.
Students conduct interviews as a part of many Project Based Learning experiences. In some cases, these interviews inform a design thinking process, in which students are working to identify the needs of a “client” or audience in order to inform a design, solution, or communication strategy.
Throughout a project—particularly during the build knowledge and develop and critique phases—students are engaged in extended work time to complete project tasks.
As students work together on projects, they learn valuable skills for collaborating, managing group dynamics and conflict, and building on one another’s strengths.
Frame the DQ's initial words, person or entity, action or challenge, and audience/purpose.
This planning document is designed to help you list the key project milestones, to represent significant moments or stages.
Plan how to use formative assessment in a project to be sure students are learning content and building 21st century competencies
Use the Project Path to guide you through every phase of your project.
Overview of the why and what of PBLWorks' new model for designing rigorous, engaging projects.
Overview of BIE's new model for teaching in a Project Based Learning environment.
Ron Berger explains how his classroom culture helped students create high-quality products.
A guide to forming teams, helping them become effective, & using peer ratings to adjust grades.
This article distinguishes between PBL and lightweight "projects" and argues why PBL is essential.