Welcome to PBL-Online, a one stop solution for Project Based Learning! You'll find all the resources you need to design and manage high quality projects for middle and high school students.

In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. Rigorous projects help students learn key academic content and practice 21st Century Skills (such as collaboration, communication & critical thinking).

We have developed this Do-It-Yourself (DIY) Tutorial based on our PBL Toolkit books and highlights from our PBL 101 Workshop. This tutorial provides easy to read & watch, to-the-point advice about designing your project and some tools to help you do it well.

Problem-based learning (PBL) is an exciting alternative to traditional classroom learning. With PBL, your teacher presents you with a problem, not lectures or assignments or exercises. Since you are not handed "content", your learning becomes active in the sense that you discover and work with content that you determine to be necessary to solve the problem. In PBL, your teacher acts as facilitator and mentor, rather than a source of "solutions."

8 minutes, secular, for teachers

Research shows the efficacy of an authentic form of education that expects students to immerse themselves in a topic and meaningfully demonstrate acquisition of skills and knowledge.

Explore these project-based learning resources for educators and parents.

Teach21 Project Based Learning Making a Difference in Our World Community Social Studies Third Grade

Project-based learning offers promise as an instructional method that affords authentic learning tasks grounded in the personal interests of learners. While previous research has presented results of learning gains, motivations and teacher experiences, still limited empirical research has presented the student perspective in project-based learning. This research sought to explore how learners created projects. Using a case study design and five purposively selected participants from eighth grade geography, five themes emerged: (1) internal influences, (2) external influences, (3) beliefs about projects, (4) tools for technology-rich environments, and (5) learning outcomes and products. The first four themes describe influences to shape the fifth theme, learning products. The term learning products was used to describe both the learning garnered by the participants and the learning artifacts the participants produced as part of the instructional unit. Implications for practice and future research are considered.

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from Common Craft

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