Problem- and Project-based learning (PBL) are essentially the same thing. Both situate students with a problem. Students have to identify what they need to know in order solve the problem and then to apply it.

PBL is the not the same as projects. In PBL, it is a about the process, the teacher acts as a guide, and it requires collaboration.

PBL engages students in meaningful learning experiences where students have to make sense of phenomena or design a solution to a problem. In this type of learning students have to be problem solvers, critical thinkers, and take ownership over their own learning. It also improve students' collaboration and teamwork skills. In addition, PBL allows for more authentic assessments.

Teachers can use PBL in a number of different ways. Here are some examples of how PBL can be implemented:

• Students design or create a product, performance, or event.

• Students solve a real-word problem (it can be stimulated or completely authentic).

• Students investigate a topic or issue in order to find answers to open ended problems.

• Students are presented with a phenomena and use PBL to explain it.

When I was teaching third grade, there was a huge cricket problem in the school. You could always hear a cricket somewhere in the building. A lot of the time they would end up in my classroom. My students were always so concerned with making sure the crickets could be let back outside without any harm. I would use this authentic problem in order to create a PBL.

The essential question, which would guide the PBL would be, “How can we solve our school’s cricket problem?” Students would investigate and research why there was an excess amount of crickets and how these crickets were getting in the building so easily. Students would design something to prevent the crickets from entering the school, or design something to remove crickets safely and without harming them. This PBL aligns with science and engineering standards: 3-LS4-3. and 3.3-5-ETS1-2.

For this PBL example, students would explore the local phenomena of litter and trash in natural habitats. The essential question that would guide this PBL is, “How does pollution affect the organisms that live in Rochester?” Students would start by taking a nature walk around the school and make observations about what they see. Students would be encouraged to take other nature walks with their families and even visit the beach. Then, students would collect data and make observations about how this pollution can affect the organisms that live in Rochester. Students will design solutions to this problem. This PBL aligns with science and engineering standards: 3-LS4-4 and 3.3-5-ETS1-2.