PBL Tips and Strategies

Differentiated Grouping

In order to have successful PBL activities the grouping strategies are important. There are many different ways to group students and it’s important to use strategic grouping for each individual project. Both heterogeneous and homogeneous grouping can be beneficial depending on what type of project it is. Grouping should be intentional and we should know why we are grouping students. We could group students for academic ability, collaboration skills, social/emotional reasons, and interests. To successfully group students we must know each individual student and design groups that will produce the best learning outcome for everyone.

Choice

Allowing freedom and choice for students in PBL activities can be beneficial in the overall learning and an effective way for teachers to access overall student learning. Giving students choice in their learning process can be a great motivational tool and gives the students a sense of power over their learning. There are many opportunities in PBLs that can allow for choices. For example; students can choose how they show their understanding at the end of the project. Perhaps a student loves writing and would like to do a written assessment, where some students may want to utilize technology to present their projects. By allowing choices we can truly access each student and give them the opportunity to express what they learned through a platform they are more comfortable with.

Individual and Group Work

While PBL is most commonly focused on collaboration it is just as important to use individual work as well. A well rounded PBL activity will incorporate both collaboration and individual learning. Some students work better on their own than in groups and visa-versa. We must give every student an opportunity to succeed and show their understanding both in groups and individually. This may look like letting students brain storm individually and then bring their ideas to the group or giving two assessments at the end, individual and group presentations. Not only does this method allow students to do what they are comfortable with, but gives them the opportunity to work on more challenging methods of learning.

Be a Facilitator

Because PBL is focused on peer-peer learning and collaboration, we must find a balance of being involved and giving the students control. It is important for the teacher to set the project up and make sure students understand what they are doing, but at some point we must step completely back and observe the learning process. We must become a facilitator of the project and help keep time and make sure students are on task. This is also an opportunity to check in with each group and answer questions or address any misconceptions. Not only is this step important for the students, but it is important for the teachers as well. By stepping back we can walk around the room and watch the students work together and assess the learning. This is a time for us to take notes, reflect, and make observations.

Student Survey/Reflection

I think a great tool to use at the end of the project are student surveys or reflections. It is important that each individual within each group was working and played a role in the project. By giving students a survey at the end can be a time for students to express how it was working in a group and any successes or challenges they may have had. This could also be beneficial for the teacher as we can ask questions regarding how they liked the project. By asking questions such as; Did you enjoy the project? What was your favorite part? What would you change about the project? What was challenging? Etc., we can take their opinions into consideration and make any adjustments for the next time we implement the project.