An infographic is a visual representation of data, information, or ideas using graphics (images, illustrations, charts, diagrams) and minimal text. Infographics are often used to present large data sets or explain complex concepts in a way that is digestible and memorable.
A rubric is more than a tool to assess final products. It is a tool that should be leveraged throughout the project to support multiple kinds of learning opportunities for your students. This guide offers strategies for using rubrics to aid learning at each phase of a project.
In Project Based Learning, students should have regular opportunities to reflect, individually and with others, on both what and how they are learning. This guide provides a framework and strategies for supporting reflection on learning throughout a project.
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.
High school students reflect on their experience of Project Based Learning.
This document helps students organize their presentations with a specific audience in mind.
A learning log is a tool that students use during the project to keep track of their questions and learning generated through their research. This guide offers strategies for teaching students to use learning logs to support inquiry throughout a project.
Norms are the agreed upon rules that build a productive, self-driven, and respectful culture. These norms, especially when co-created with students, can serve as the “north star” or guiding philosophy for all that happens in a classroom.
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.