Take the puzzle out of PPBL...

Ready to get started? See how these students did it with a PBL example.

Framework Planning

• Begin with the End in Mind
• Craft the Driving Question
• Plan the Assessment
• Map the Project
• Student Planning Brief
• Project Milestones
• Research Log
• Communication Log
• Learning Log
• End of Project Reflection

Weekly Panning Sheets

• Task Assignments
• Student Product Brief
• Student Investigation Brief

Assessment

• Rubrics

Problem and Project-Based Learning

Using project learning, we reinforce knowledge from one class in other classes as students acquire new computer skills, learn to work in teams, and gain experience with public speaking. These are the same skills students must demonstrate not only in college but also in life beyond the classroom. Using project learning, we reinforce knowledge from one class in other classes as students acquire new computer skills, learn to work in teams, and gain experience with public speaking. These are the same skills students must demonstrate not only in college but also in life beyond the classroom.

PPBL Process

The characteristics of an iterative PPBL process are:

• Problem focus from the outset
• Initial enquiry and identification of learning needs
• Learning of skills and knowledge in accordance with identified needs
• Application and reflection
• Refinement and development
• Conclusion and integration of learning into a student's existing knowledge and skills

PPBL Framework Guide

Click on the parts of the Problem and Project-Based Framework to access student documents.

Features

The distinguishing features of PPBL have generally been accepted as:

• The presentation of a problem as the start of a learning process
• The presentation of learning problems in as realistic ways as possible in an educational setting
• The organization of learning processes in response to the problems
• The emphasis on student responsibility and initiative in learning
• Better accommodation of individual students' state of knowledge and experience at the starting point of learning
• More scope for integrating multi-disciplinary considerations, and
• More collaborative relationship between students and teachers in the learning process

21st Century Skills

The mere mention of 21st-century skills always seems to elicit lively debate among people who are either for the concept or against it. The conversation about it is a good one to have, but we should move beyond this particular debate and toward an inclusive discussion that helps students win on all sides. In order to succeed in the 21st-century workforce, students need a curriculum that includes both opportunities to master content and the chance to apply and demonstrate their knowledge. Problem and Project-Based Learning can be this vehicle.

Learning More!