What are the steps to becoming an impactful PBL educator?
Improving PBL Series
EP1: What are the steps to becoming an impactful PBL educator?
EP2: How can we use portfolios to enhance our teaching practice?
EP3: How can we elevate our PBL unit with community partners?
EP4: How can we create a memorable experience via project-based learning?
EP5: How can we teach standards and implement project-based learning?
EP6: What role does reflection play in the PBL process?
EP7: How can we create a dynamic group culture during project-based learning?
EP8: How can students support a cause via project-based learning?
EP9: How can we promote STEM education via project-based learning?
EP10: How can we get students excited about the project-based learning topic?
EP11: What type of creative artifacts/public products can students create via project-based learning?
EP12: How can we write a project-based learning unit?
EP13: How can we write a compelling scenario for a PBL unit?
by Dr. Candice Wilson-McCainI spent my summer advising schools interested in launching project-based learning initiatives and supporting teachers as they became project-based educators. I also hosted professional learning experiences for four weeks. Connecting with a community of current and aspiring project-based educators was refreshing.
Some of the teachers had attended formal PBL training before. However, most teachers only had an introductory knowledge of project-based learning. Many of them knew the what or the why of PBL but struggled with implementation. Over the years, I've learned that this is not uncommon.
Becoming a project-based educator takes time and practice. PBL is not something that can be mastered in one workshop. Effective project-based educators focus on student academic and personal growth and their own growth as well. They understand that it's a journey.
When I'm speaking with school leaders interested in launching or relaunching a PBL initiative, one of the questions I ask them is: "Which stage of the PBL journey are most of your teachers?"
This question can be quite challenging to answer. Schools have staff turnover yearly, and teachers come to schools with various experiences and backgrounds. Not knowing where teachers are on their journey can make it challenging to get started.
But after training hundreds of teachers, I've noticed that most teachers need five components to be successful. You are probably wondering if there are teachers who have experienced success without having access to all of the components below. Sure, but I'm talking about the rule, not the exception.
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The five components are:
Support
Tools
Education
Plan of Action
Self-Reflection
With this knowledge, I've broken down the journey to becoming a project-based educator into four phases. Each phase is defined by how a teacher answers questions related to the essential components listed above.
The four phases are:
The Wanderer
The Explorer
The Adventurer
The Navigator
Let's explore each stage. As you read, consider where you are on this journey. And remember, it's not about flying through the phases. It's about growing at your own pace as you improve your craft. Let's explore each stage. As you read, consider where you are on this journey. And remember, it's not about flying through the phases. It's about growing at your own pace as you improve your craft.
The Wanderer
A wanderer is a person who travels aimlessly. In PBL terms, this would be a teacher who is interested in project-based learning but may still be unsure of what PBL sounds, feels, and looks like in the classroom.
You know you are a Wanderer if you can resonate with many of these statements surrounding the five essential components.
Support: I don't have access to a community of project-based educators to collaborate, co-plan, and connect with during my PBL journey.
Tools: I don't have access to the tools and resources necessary for students to create quality PBL experiences.
Education: I have not completed formal project-based learning training and I'm unfamiliar with the essential components of a PBL unit.
Plan of Action: I have never designed or facilitated a project-based learning experience.
Self-Reflection: I lack the skills to lead and support my students through a project-based learning experience.
How many of the five statements resonated with you? If you identified with most of the statements, you might be a Wanderer.
The Explorer
By definition, an explorer is a person who travels in search of scientific information. In PBL terms, this is a teacher who is highly interested in project-based learning. They are actively seeking information and resources to further their development. They have a sense of what PBL sounds, feels, and looks like in the classroom.
You know you are an Explorer if you can resonate with many of these statements surrounding the five essential components.
Support: I have access to a community of project-based educators with whom I can collaborate, co-plan, and connect during my journey, but I rarely engage with my network.
Tools: I have access to some of the tools and resources necessary for students to create quality PBL experiences.
Education: I completed some form of PBL training last year, and I'm somewhat familiar with the essential components of a PBL unit.
Plan of Action: I have designed and facilitated one project-based learning experience using a designated planning framework.
Self-Reflection: I'm somewhat confident I have the skills to lead and support my students through a project-based learning experience. After each unit, I reflect on my PBL unit plan and instructional practices.
How many of the five statements resonated with you? If you identified with most of the statements, you might be an Explorer.
The Adventurer
An adventurer, by definition, is someone willing to take risks because they are seeking an exciting experience. In PBL terms: This is a teacher who has taken the initiative to implement the learning gained through training and has executed project-based learning experiences.
You know you are an Adventurer if you can resonate with many of these statements surrounding the five essential components.
Support: I have access to a community of project-based educators to collaborate, co-plan, and connect with during my journey and sometimes I engage with the network
Tools: I know how to utilize the tools and resources I have to facilitate quality PBL experiences. I don't know where and how to obtain the additional resources that I need to enhance my PBL unit.
Education: I have completed formal PBL training within the last year and I continue to enhance my skills through quarterly professional development.
Plan of Action: This year, I have designed and facilitated two project-based learning experiences using a designated planning framework.
Self-Reflection: I'm confident I have the skills to lead and support my students through a project-based learning experience. I reflect on my PBL unit plan and instructional practice. I use the findings to modify existing PBL units.
How many of the five statements resonated with you? If you identified with most of the statements, you might be an Adventurer.
The Navigator
When you think of a navigator, you often visualize someone taking the lead on a project, trip, or journey. They know enough information about the topic or task to help others on their journey.
You know you are a Navigator if you can resonate with many of these statements surrounding the five essential components.
Support: I have access to a community of project-based educators with whom I can collaborate, co-plan, and connect during my PBL journey. I consistently engage with this network.
Tools: I know how to utilize the tools and resources I have to facilitate quality PBL experiences. I know where and how to obtain the additional resources that I need to enhance my PBL unit.
Education: I have completed formal PBL training within the last year and I continue to enhance my skills through monthly professional development.
Plan of Action: This year, I designed and facilitated two project-based learning experiences using a designated planning framework.
Self-Reflection: I'm confident that I have the skills necessary to lead and support my students through a project-based learning experience. I reflect on my PBL unit plan and instructional practices, using the findings to modify existing PBL units. I feel comfortable mentoring aspiring project-based teachers.
How many of the five statements resonated with you? If you identified with most of the statements, you might be a Navigator.
You may be thinking, what if I resonate with descriptors from various stages - where should I place myself? I suggest that you don't move yourself to the next level unless you can check every box on a particular stage.
Now that you know whether you are a Wanderer, an Explorer, an Adventurer, or a Navigator, set a goal for yourself and a tentative timeline to reach that goal.
Use these sentence frames to guide you:
By ____ time, I will be a ____ on the journey to becoming an impactful project-based educator.
My top three action steps are _________.
If you’re stumped, this example might help:
By May, I will be an Explorer on the journey to becoming an impactful project-based educator.
My three action steps are:
Checking in with my PBL partner twice per week
Attending a three-day workshop to learn how to plan and facilitate a PBL experience
Facilitating one project-based learning experience with my students
Take Action:
What will you do this year to enhance your PBL instructional practices?
Use this article to create your professional learning plan so you can own your development and enhance your instructional skills as a project-based educator.
Read Next > How can we use portfolios to enhance our teaching practice?
How can we get students excited about the PBL topic?
It is essential students buy into their project since they will be exploring their complex question or challenge over an extended time. While hooks for traditional lessons are typically short, less than ten minutes, project-based learning hooks may vary in length to sustain students' interest over a more extended period. A PBL hook typically occurs at the start of the unit, although it is not uncommon for teachers to integrate several ways to cultivate students' interest throughout the project. In this episode, we will explore how to get students excited about the project-based learning topic.
How can we promote STEM education during project-based learning?
In traditional learning experiences, subject areas are taught in silos, and teaching often focuses on the "what" of a subject area. Students do not synthesize the material when they memorize parts of a cell in isolation or memorize the steps to solve a math problem without understanding why the process works. Educators know that knowledge should not be measured by simple content regurgitation. It is often encouraged to connect multiple content areas within lessons. In this episode, we will explore how to promote STEM education during PBL?
How can students support a cause via project-based learning?
We've all participated in a fundraiser at some point in our life, especially as a student. By engaging in a school fundraiser, students can develop their leadership skills and enhance their ability to pursue personal and collective goals. Furthermore, committing to support a cause allows students to feel and show empathy for others while addressing the inequity that exists in the world. Students can now see that they can tackle challenges within their school and community versus waiting to become adults. In this episode, we explore how students can support a cause via project-based learning.
How can we create a dynamic group culture during PBL?
Project-based learning is an effective way to help students foster their social-emotional learning skills, especially during group collaboration. It’s easy to assume that all students enjoy collaborating, possess the skills to handle conflict effectively, and understand how to interact with feedback. However, as educators, we must teach students how to contribute as effective group members. In this episode, we will explore how to create a dynamic group culture during project-based learning.
What role does reflection play in the PBL process?
Recently I’ve heard from many of you that listen to the podcast, attend my workshops, or communicate with me on LinkedIn that you're finishing up a project-based learning unit. I love to listen to what's working, what's not working, and what you're learning. I know it can be easy to wrap up a project-based learning unit and immediately move on without really having closure. In this episode, we will explore the role reflection play in the project-based learning process.
How can we teach standards and facilitate a PBL unit?
As a project-based learning coach, I'm often asked if it's possible to design a PBL unit that integrates standards. Teachers wonder how they will find time to teach content standards and allow students to create public products. In this episode, I will share the audio version of a short training that I led to help educators select purposeful learning objectives for their PBL unit. If you are struggling with this phase, perhaps this training will help you move forward in your planning process.
How can we create a memorable experience via project-based learning?
I enjoyed college because most of the learning activities that professors used would be considered active learning strategies. We engaged in many case studies or projects, and the professor would utilize relevant current events to lead class discussions. I can share specific learning activities that I experienced during undergraduate and graduate school which occurred over 15 years ago. We want students to remember their learning experiences two decades later as well. This episode will explore how to ensure that your PBL unit includes active exploration and applied learning opportunities so that students can experience academic-related content beyond the classroom.
How can we elevate our PBL unit with community partners?
In Adria Steinberg's Connected Learning Communities: A Toolkit for Reinventing High School, written in 2001, she shares the 6 A's of instructional or project design. One instructional design component is to include adult connections/relationships when designing learning experiences. Integrating adult connections or relationships means providing students with adult mentors and coaches from the wider community. This episode will explore how incorporating community partners can positively impact your students' project-based learning experience and ways to prepare adult partners for collaboration.