You know you’re doing things right when you reflect on how far a student has come, and it gives you goosebumps. That’s how we felt time and time again after shifting to a project-based learning approach to teaching.
We first saw the transformative power of Project-Based Learning several years ago while working at Bridgeport Public Schools in Connecticut. We implemented PBL at a specialty magnet school and saw major improvements in test scores and off-the-charts success stories. For some at-risk students, it changed the trajectory of their lives. We’ve both since been hired at Norwalk Public Schools, and because of the success we saw in Bridgeport, we are working to implement PBL here as well. We’re in the midst of implementing PBL at three schools in the district, and are seeing similarly promising results.
PBL has dramatically improved student engagement, achievement, and social-emotional growth at the Connecticut school districts where we’ve worked, and we recommend it to any district seeking to drive deeper learning and improve outcomes. However, it has to be implemented effectively to be effective. Leading multiple implementations over the years has helped us develop some key strategies and recommendations for other districts interested in implementing PBL at their schools.
Going back to basics
PBL is a teaching method in which students learn by actively engaging in real-world problems or answering complex questions. The project culminates in students creating a public product or presentation for a real audience. Students develop deep content knowledge, as well as critical thinking, collaboration, creativity and communication skills throughout the project and then demonstrate their knowledge in the final product or presentation.
PBL requires a significant shift in mindset for most teachers. For teachers who haven’t previously taught using active methodologies, that transition can feel challenging, and that’s not a sign that something is going wrong, but a natural and important part of the process. Before introducing PBL, it’s important to focus on teachers’ professional growth. We went back to basics with our teachers and secured grant funding to provide professional development on high-quality teaching. This helped us get all teachers on the same level of knowing what good instruction looks like. Then, using a federal Magnet Schools Assistance Program grant, we partnered with the nonprofit PBLWorks, which supported us with PD and implementation around PBL.
Shifting mindsets
One of the biggest challenges for us in implementing PBL – and why professional development is so important – was helping teachers shift their mindsets to become facilitators of learning and to engage in more shared power in the classroom with students. This was a hard hurdle to overcome at our schools because it can seem counterintuitive. Teachers thought that if they weren’t giving students direct instruction, the students wouldn’t learn. Instead, they found that when they began giving students agency, magic happened. Suddenly, the students saw school differently and saw themselves differently. For some students, it was the first time in their academic trajectory that they were in a place where they could actually see themselves “doing school.” Showcasing good PBL in practice and having a core group of teachers who can serve as advocates helps shift teachers’ mindsets. Once they see results and what happens when we give kids the freedom just to use their imagination, they are sold.
Sneaker apps, smart garbage bins and adaptive sports helmets
It is amazing to see some of the ideas students came up with and how engaged they were.
One group designed an app to help find hot-item sneakers. You could say, “I want this top-name-brand sneaker,” and your app finds it for you so you can get it first.
Another group designed an idea for a smart garbage bin. They came up with a module that attaches to a garbage bin, scans the barcodes of items as you throw them away, and generates a shopping list.
In another example, a student athlete with a hearing deficit centered his capstone project on designing a sports helmet with a cochlear implant embedded in it. That idea was eventually patented. It’s all about ideating and problem-solving to push the edge in developing solutions for the world.
The impact (and the goosebumps)
PBL is the great equalizer. Norwalk Public Schools is a diverse district with many cultures and abilities, and PBL helps every kid plug into school regardless of their background. Once a student realizes, “Hey, I can do school,” everything starts changing. It’s no exaggeration to say PBL has changed lives. We observed that some students with historically significant in- and out-of-school challenges, identified as high risk through MTSS processes, demonstrated improvements in behavior, attendance and academic performance as a result of this methodology. Imagine a student for whom rote memorization had been their life up to this point, and now they are leading their learning. It sparks something in them that goes so far beyond the content we are teaching. It gives them confidence and helps them believe in themselves. It brings something to life inside of them.
PBL also sparks joy for us as educators and administrators. It improves attendance, climate, and culture. Teachers get engaged in the passion of teaching with PBL. Suddenly, we had teachers sending us emails asking us to come in to see what they were doing with the kids. It creates a lot of pride for everyone.
Key takeaways
Doing PBL at two different school districts over several years, we’ve learned a lot. Here are some of our top takeaways.
- Have the right people in your building – people who believe in the methodology. We changed our interview process for new hires to ensure candidates understood the kind of environment we offered, so we could assess whether they would be a good fit.
- Know what good instruction looks like. Before jumping into PBL, set the foundation. Make sure teachers know the nuts and bolts of best practices.
- Don’t be afraid to disrupt the status quo. We threw out the sage-on-the-stage model and let students lead. We upended our bell schedule to give teachers time to collaborate. In short, we took things apart and put them back together again around the PBL model — with profound, lasting results.
- Give staff permission to fail, just like we do with kids with PBL. Once that trust is created, teachers will feel safe innovating with their projects.
- Research outside partners. Several entities say they do PBL, but of the ones we tried, PBLWorks was the only one that provided what we needed. PBL isn’t a thing – it’s a mindset and a community of believers. It’s also different than “problem-based” learning. When looking for organizations to support your initiative, make sure they do true PBL.
- Practice patience. PBL implementation takes time. Plan for 5+ years to get it going and see results. But it is worth it. It transforms school culture and student outcomes.
When we give kids the opportunity to use their imagination – and give them the freedom just to go, they grow. They aren’t just learning content, they’re also learning how to apply their knowledge. They are collaborating as teams and using their critical thinking skills. They’re communicating and working together to solve problems. These are skills that will serve them their entire lives – and teaching students the skills to be successful, no matter what their futures hold, is the most important thing a school can do.
Opinions expressed by SmartBrief contributors are their own.
Subscribe to SmartBrief’s FREE email newsletters to see the latest hot topics on educational leadership in ASCD and ASCDLeaders. They’re among SmartBrief’s more than 200 industry-focused newsletters.