Project Based Learning Professional Development k-12
Trainer: Engy Hammam
Duration: 12 Hours
Objectives
By the end, teachers will be able to:
Knowledge & Understanding
1. Define Project-Based Learning (PBL) and explain how it differs from traditional instruction.
2. Identify the key elements of high-quality PBL, including inquiry, authenticity, and student voice.
3. Understand how PBL aligns with academic standards and promotes deeper learning.
Planning & Design
4. Develop a strong Driving Question that fosters student curiosity and critical thinking.
5. Create a PBL unit plan that includes essential components such as inquiry activities, assessments, and scaffolding.
6. Design formative and summative assessments tailored to PBL, including rubrics and selfreflection tools.
Instructional Strategies
7. Implement differentiation strategies to support diverse learners in a PBL setting.
8. Use technology tools effectively to enhance collaboration, research, and student engagement in PBL.
9. Manage classroom dynamics during PBL, including student collaboration, time management, and problem-solving.
Application & Reflection
10. Collaborate with peers to refine PBL unit plans and receive constructive feedback.
11. Identify common challenges in PBL implementation and develop strategies to address them.
12. Create an action plan for implementing PBL in their classrooms and reflect on next steps for continuous improvement.
Outline
Module 1: Introduction to Project-Based Learning (PBL)
• Warm-up Activity: What does meaningful learning look like? (Think-Pair-Share)
• What is PBL? Definition, key characteristics, and benefits
• PBL vs. Traditional Learning (Comparison discussion)
• Exploring High-Quality PBL Examples (Videos & case studies)
Module 2: The Essential Elements of PBL
• Gold Standard PBL Framework (PBLWorks model)
• Seven Key Elements of PBL:
o Challenging Problem or Question
o Sustained Inquiry
o Authenticity
o Student Voice & Choice
o Reflection
o Critique & Revision
o Public Product
• Collaborative Activity: Teachers analyze a PBL unit and identify these elements.
Module 3: Designing a PBL Unit (Part 1: Crafting Driving Questions)
• What makes a great Driving Question?
• Examples of Strong vs. Weak Driving Questions
• Practice: Teachers develop a Driving Question for their subject/grade level.
• Peer Feedback: Small group review of Driving Questions.
Module 4: Designing a PBL Unit (Part 2: Planning & Inquiry Process)
• Backward Design Approach (Aligning with standards & learning outcomes)
• Creating Learning Activities that Encourage Inquiry
• Managing Student Research & Collaboration
• Activity: Teachers outline key inquiry activities for their unit.
Module 5: Scaffolding & Differentiation in PBL
• Supporting All Learners: Strategies for differentiation
• Role of the Teacher: From lecturer to facilitator
• Using Checkpoints & Formative Assessments
• Activity: Teachers create scaffolding activities for their PBL unit.
Module 6: Assessment in PBL
• How to Assess Learning in PBL? (Rubrics, self-assessments, peer reviews)
• Creating a PBL Rubric (Using performance-based criteria)
• Activity: Teachers design an assessment plan for their PBL project.
Module 7: Technology & Tools for PBL
• Tech Tools to Enhance PBL: (Google Workspace, Padlet, Flip, Trello, etc.)
• Virtual & Hybrid PBL Strategies
• Exploring Digital Collaboration Platforms
• Activity: Hands-on exploration of tools.
Module 8: Managing PBL in the Classroom
• Classroom Management Strategies for PBL
• Student Collaboration & Group Work Structures
• Common Challenges & Solutions
• Role-Playing Scenarios: Handling PBL Roadblocks
Module 9: Bringing It All Together – Finalizing PBL Unit
• Teachers finalize their PBL unit plans
• Peer Feedback & Refinement
• Gallery Walk: Teachers present their projects & receive feedback.
Module 10: Reflection & Next Steps
• Action Planning: Teachers set goals for PBL implementation.