How can we write a compelling scenario for a PBL unit?
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?
Phase 2 of the Impactful PBL™ Roadmap is to map the scenario and write a driving question. Before you begin writing a scenario for your project-based learning unit, you must brainstorm a topic.
I wrote an article sharing twelve ways to find an engaging PBL topic. I briefly touched on drafting a scenario in that article. However, several teachers reached out to me, sharing that while they understand the concept of a scenario, they are still unsure how to write the key components of a scenario.
Often I see teachers write a project overview instead of a scenario. A project overview describes the learning goals, objectives, expected outcomes, and a general outline of what students will do during the unit.
Typically, the project overview is teacher-facing, whereas the scenario is student-facing. For example, you may not share the project overview with students, but you will share the project scenario with students.
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The initial scenario structure will involve first determining what students will learn (i.e. standards), thinking of a theme or topic second, and then writing the driving question. The next step is to draft a scenario. I've noticed that most teachers can select standards, a theme, and compose a driving question but some struggle with writing the scenario in its entirety.
First, let's explore what I mean by a scenario, which is sometimes referred to as the project prompt. According to dictionary.com, the technical definition of a scenario is an outline of a plot that includes scenes, situations, and characters. In a project-based learning unit, the scenario provides a short story about what students will explore, the question students are trying to answer, and the value in answering that question or tackling that challenge.
Ideally, the scenario should spark students' interest and transition them to the driving question. It's much easier to create a scenario when you have a topic in mind. For the sake of this article, let's assume that you have a project topic and are ready to write a scenario or project prompt.
Let's explore five components of a compelling project scenario.
These components are not an exhaustive list, meaning you could choose to add more to your scenario, but you want to ensure that you have these components at a minimum.
The scenario should include a realistic and relevant challenging question or problem that can have multiple solutions.
Background knowledge of the project topic is critical in aiding students in understanding the purpose of the PBL unit. The scenario should provide context about the challenging question or problem. It should connect the topic to the academic content, or standard students will explore. Without a scenario, the driving question may not make sense or have any meaning, which will result in students not wanting to explore it.
The scenario should make a connection to the real world. For example, the scenario and driving question could be connected to something happening in students' schools or communities. To make learning authentic, find statistics or facts about your topic. It’s possible to obtain this information from local companies or organizations. For example, most nonprofit organizations share statistics or important facts about their cause to gain support.
The scenario should stimulate discussion and research. Additionally, it should be interesting to students, build curiosity, and inspire students to ask more questions.
The scenario should promote taking action and guide students to the driving question, which prompts students to solve a problem. As a result, students will be motivated to produce a public product to address the challenge.
Let’s analyze a few example scenarios and determine if they meet the criteria outlined.
Example #1
In September 2018, Hurricane Florence volatile winds, flooding, and thunderstorms severely damaged homes in some North Carolina regions. In some instances, entire home communities were destroyed and needed to be rebuilt. A new home builder would like to create a community of smaller homes between 800 to 1000 square feet. Small houses are becoming popular for some families due to many factors such as lower cost and reduced ecological impact.
How can we use our math skills to help an architect design a floor plan and model for a new community?
✓Realistic & relevant challenge or problem
✓Provide context about the challenge or problem
✓Make a connection to the real-world
✓Stimulate discussion & research
✓Promote taking action
Example #2
Scenario: Water is a basic need for humans, but there is a water crisis in our world. Nearly 800 million people live without clean water. Lack of clean water can affect people's health and hygiene. In some developing nations, clean water scarcity causes some children to miss or quit school. Access to clean water allows more children the ability to attend school and prevents water-borne illnesses. While many factors contribute to the water crisis, you can help be part of the solution.
Driving question: How can we help bring clean, safe drinking water to communities in need?
✓Realistic & relevant challenge or problem
✓Provide context about the challenge or problem
✓Make a connection to the real-world
✓Stimulate discussion & research
✓Promote taking action
As you create your scenario, refer to the five key points and determine if your scenario meets the criteria. Remember to craft your scenario based on your student's grade level. For example, if you have younger students, maybe the project prompt is a little shorter to keep their attention, but it might be a little more in depth if you have older students.
Remember that the scenario is student-facing, so write it in student-friendly language. The idea is that when students read it or constantly refer back to it, they understand why they are exploring the topic that they're studying through that PBL unit. Students should understand the intended learning objectives and the challenge or problem they are trying to solve.
If you decide to use vocabulary or concepts that students may not yet know, make sure to explain the terminology to students to ensure that they understand the scenario and driving question before launching the project-based learning unit.
Take action:
Utilize your standards, learning objectives, and topic to create a scenario for an upcoming project-based learning unit plan.