PBL Guide

Students learn deeply, think critically and strive for excellence.

To what extent do students

• investigate challenging problems, questions, and issues over an extended period of time?

• focus on concepts, knowledge, and skills central to subject areas and intellectual disciplines?

• experience research-based instruction and support as needed for learning and project success?

Students work on projects that are meaningful and relevant to their culture, their lives, and their future.

To what extent do students

• engage in work that connects to the world beyond school and to their personal interests and concerns?

• use the tools, techniques, and/or digital technologies employed in the world beyond school?

• make choices regarding project topics, activities and/or products?

Students work is publicly displayed, discussed, and critiqued.

To what extent do students

• exhibit their work and describe their learning to peers and people beyond the classroom?

• receive feedback and engage in dialogue with their audiences?

Students collaborate with other students in person or online and/or receive guidance from adult mentors and experts.

To what extent do students

• work in teams to complete tasks?

• learn to become effective team members and leaders?

• learn how to work with adult mentors, experts, community members, businesses and organisations?

Students use a project management process that enables them to proceed effectively from project initiation to completion.

To what extent do students

• manage themselves and their teams efficiently and effectively throughout a multistep project?

• learn to use project management processes, tools and strategies?

• use the perspectives and processes of design thinking, as appropriate?

Students reflect on their work and their learning throughout the project.

To what extent do students

• learn to assess and suggest improvements in their own and other students' work?

• reflect on, write about and/or discuss the academic content, concepts, and success skills they are learning?

• use reflection as a tool to increase their own personal agency?

The right culture

• builds students' independence

• fosters collaboration

• encourages a growth mindset

• supports risk taking, encourages high-quality work

• builds inclusiveness and equity

Culture is the fuel for student voice and choice, sustained inquiry and persistence. Positive culture doesn't get built with a one-day team builder. It's an ongoing effort to create an inclusive community of learners.​

Intentional design of the learning experience allows room for student voice but keeps the project from becoming overwhelming.

Ensure the PBL planning is academically rigorous and has an emphasis on higher order thinking. Students need to know the why of what they're learning and how it relates to the real world.

A well managed PBL experience enables students to get to deep learning and develop the teamwork and self management skills that will serve them in life. It's not about following a recipe, though. Parts of the learning will be messy.

Assessment is about growth and working towards mastery. PBL requires a balance of formative and summative assessment, including both team and individual feedback. Feedback comes from a variety of sources, not just the teacher. Students need time to improve and refine their work based on feedback.

Scaffolding creates conditions so every student can succeed. In an equitable classroom, students' prior learning experiences, language fluency, or reading levels are not barriers to success.

Engaging and coaching activities bring out the best in students. Coaching strategies use questioning, modelling, and reflection to build intrinsic motivation and help students achieve their learning goals.