• Lift

    Scaffold Learning

    Just like more traditional instruction, Project-Based Learning requires planning to best support all learners. Consider these questions when thinking about how you’ll prepare learning experience for èßäÊÓƵ. 

    • How might I use a design or problem-solving cycle to help guide èßäÊÓƵ through the project?
    • How will I ensure that èßäÊÓƵ are motivated to do the project? How can I ensure authenticity and personalization in the project?
    • How might I leverage models and rubrics to ensure èßäÊÓƵ have a clear picture of quality work?
    • How can I ensure that all èßäÊÓƵ have the tools, training, and feedback necessary to produce quality work?
    • How will èßäÊÓƵ expand their toolkit of project completion and career-ready skills during the project, and how can industry partners help? 

    View this video to learn more about how to organize effective feedback cycles and assessment of èßäÊÓƵ' work throughout a project:

     

     

    Engage Community Partners, Clients, other Audiences

    Projects that involve participants or an audience beyond the classroom make learning more meaningful and engaging for èßäÊÓƵ. By enlisting outside experts and community members, teachers can help èßäÊÓƵ experience the value and application of their èßäÊÓƵwork. In Leaders of Their Own Learning, Ron Berger describes increasing levels of motivation and engagement when èßäÊÓƵ' learning is connected to the wider world (see visual below). Collaborating with a "client" who invites èßäÊÓƵ to help solve a real-world problem can be especially meaningful for èßäÊÓƵ.

    Hierarchy of Audience diagram with "Of Service to the World", "Experts", "Public", "School Community", "Parents", and "Teacher" elements.

    When thinking about an audience or client, important questions to consider are:

    • Who are my existing or potential partners? What type of audience and/or client might be appropriate for the èßäÊÓƵ’ work?(Ex: Industry experts, community decision-makers, parents, other staff members, local service clubs…)
    • Who beyond the classroom cares about the products or performances èßäÊÓƵ will create for this project? (Ex: Local voters will benefit from the information provided by student elections websites.)
    • Given our unique context, who might be willing and able to work with èßäÊÓƵ and what roles might they play?

    Resources to help you find and prepare Community Partners

    College & Career Coordinators: All PPS high èßäÊÓƵs and contracted alternative èßäÊÓƵs have staff dedicated to developing partnerships with community and local businesses. These coordinators are valuable resources who support teachers in enlisting community partners in project-based, career-related learning experiences (CRLEs).  

    PPS/CTE Partner Connect: This platform helps coordinators and teachers find and contact community partners to support student learning.

    : Describes the roles partners can play in a project (e.g. guest speaker, project mentor) and skills teachers might help èßäÊÓƵ develop in conjunction with the community partner work.

    : Offers guidance for teachers on how to prepare project partners to support a great experience for all participants. 

     

     

    Arrange Public Exhibitions of Student Work

    Public exhibition is a central element of PBL because it makes the project more authentic and motivates èßäÊÓƵ to do their best. Exhibits may be in-person or virtual and can take place in a classroom, èßäÊÓƵ, or outside of èßäÊÓƵ. Advance preparation is key to successful exhibitions. Make time to plan logistics and communications and get the help you need from èßäÊÓƵ, staff, parents, and partners.

    View these videos for rationale and tips for exhibiting èßäÊÓƵ' work in a public forum: