From questions to projects: Engaging students in meaningful learning through PBL

Project-based learning lessons are all based on solving a central question or problem. Ideally, these questions/problems are ones that are posed by the students. When students ask questions, this shows that they are actively engaged and thinking about the material. Hopefully, some of these questions can prompt further research, exploration and study. This is the beginning of PBL.

Before we can expect our students to ask questions, we have to start with exposure of some sort. This can happen organically or intentionally, and in many forms. A book, field trip (even a virtual one), or newspaper article aligned to the students’ interests are all great ways to get the students thinking and asking questions.

2. Pose the essential question that will drive the project.

Ideally, students will make observations and inquiries that can drive research and study. In many situations, however, you may need to help your students along by posing a central question for them. This can be especially necessary for younger students and teachers who are new to PBL.

When developing your question, be sure to keep in mind that it should not be Google-able!

For ESL students, constructing this question can prompt an interesting lesson. Play around with alternative ways to word the question while maintaining the integrity of what is being asked. This can be the center of a lesson on sentence structure, interrogative sentences, vocabulary and more!

Skinny and fat questions

In Project-Based Learning (PBL), it’s essential to understand the difference between “skinny” and “fat” questions. Skinny questions are narrow, straightforward, and typically have short, factual answers. For example, “What is the average temperature in winter in your region?” Such questions are useful for gathering specific information quickly but don’t encourage deep thinking or exploration.

In contrast, fat questions are broad, open-ended, and require more elaborate answers. They encourage students to think critically and engage in more in-depth exploration. For example, “How does the average temperature in your region change during a typical year?” This type of question prompts students to analyse patterns, make connections, and provide detailed explanations.

To help students understand the difference, you can use a visual aid: draw a skinny question mark for a skinny question and a fat question mark for a fat question. Then, have students discuss the differences in pairs. Provide them with a text containing a set of skinny questions and ask them to transform these into fat questions. Students should also write model answers for both types of questions on a separate sheet of paper. This exercise will help them practice developing more complex questions and improve their critical thinking skills.

Even though teachers and students who are familiar with PBL may develop individual questions that drive solo projects, it may be better to start out by having all students work on the same central question. You can even assign roles throughout the projects, based on student interests and strengths. As you (and your students) become more comfortable, students will be able to handle more autonomy and could even then work on individual projects according to their own interests.

3. Design a plan that lays out clear steps to follow.

Once you have identified the question that will guide the project, it’s imperative that you sit down with your students and create a plan.

The plan is a general guide that identifies the steps to investigating your central question or problem. Don’t worry if this needs to be adjusted as the project progresses. Having the plan in place will make things much easier This is a great opportunity to give your ESL students practice writing steps and outlines.

You will also want to design a plan separate from the students. Decide what standards you want to address in the project, figure out how you will assess the students’ understanding of those standards and outline the materials and resources you will need. This plan will serve as a guide to prepare you to assist your students throughout the learning process, and will also keep you focused on your learning objectives

4. Create a schedule with flexible deadlines and post it in the classroom.

With your plan outlined, you can now create a schedule. Just like the plan, the schedule may change, and that is perfectly okay. You’ll want to create loose deadlines around the key steps in your plan, and post the schedule in a place where the students can see and refer to it daily. Try using this template as a start!

The students should have an age-appropriate level of responsibility over setting and keeping deadlines, as well as making adjustments as necessary

5. Conduct research to explore the project’s essential question.

This is the part where your students will delve into the bulk of the investigation. This may include conducting interviews, internet research, reading books, watching documentaries or anything else that helps the students explore the driving question. ESL students will inherently need additional supports for this step. You may want to do a little work for your students by doing some of the research for them and narrowing it down to a few level-appropriate articles from which they can choose

6. Guide and monitor students during their research.

During the research and investigation phase, you will serve as the students’ guide. You will also be paying close attention to how well the students are navigating the learning objectives. You may see the need to pull some students aside and conduct mini-lessons or do some other form of more explicit instruction.

Remember, you want to make sure that the project is student led, but ESL students will most likely need some additional supports

7.  Develop the final product that exhibits students’ learning.

Once the students have conducted their research and feel comfortable and knowledgeable enough to answer their driving question, they will work on developing a product that both showcases their learning and teaches others.

For some projects, this product will be created during the research/investigation phase, and the last step may only involve a presentation of some sort. Regardless, all students should have an opportunity to present their findings to an audience. This provides students some authentic practice speaking and answering questions, and will also challenge them to think critically about the work they’ve completed.

8. Reflect on what students have learned.

This phase is commonly forgotten, but very important nonetheless. After all is said and done, you will want to give your students the opportunity to reflect on what they’ve learned. They should have the opportunity to think about and share what they would do differently, specific parts that were successful or unsuccessful, and further questions that were raised during their study.

9. Outline learning goals. 

As you prepare for your PBL project, it’s crucial to establish clear learning outcomes and objectives. Start by listing the standard numbers and the text of the standards or curriculum objectives you aim to meet. These outcomes should align with the success skills you want your students to develop, such as critical thinking, collaboration, and self-management.

Next, identify the literacy skills required for the project and those that will be the focus of your support. This is relevant for teachers across all subjects and grade levels. For instance, skills such as expository writing, reading informational texts, presenting ideas with evidence, and engaging in collaborative conversations might be crucial for the project. By explicitly naming these skills, you provide a clear roadmap for both you and your students, ensuring that the project not only meets curriculum standards but also develops essential success skills for future learning and careers.

10. Establish milestones.

After defining your project’s learning outcomes and objectives, the next critical step in preparation is to establish milestones. Think of milestones as the key stages or significant moments within the project’s narrative. These milestones should reflect pivotal points where students make progress, achieve learning goals, or reach important stages of inquiry.

When developing these milestones, consider how the inquiry process will unfold and what specific learning experiences will occur at each stage. For example, milestones could include conducting initial research, completing a major component of the project, presenting findings, or reflecting on learning outcomes.

The Project Calendar, outlined in Section 4 of your project plan, will provide a detailed framework to expand on these milestones. This calendar will allow you to map out each milestone with specific dates, tasks, and checkpoints. By doing so, you ensure that the project progresses smoothly, students stay on track with their learning journey, and you can effectively monitor their progress towards achieving the project’s objectives.

Engaging students in meaningful learning experiences lies at the core of Project-Based Learning (PBL), a transformative approach that transcends traditional classroom methods. By centring on solving central questions or problems, often initiated by students themselves, PBL cultivates deep engagement and nurtures critical thinking skills.

Throughout this guide, we have explored the essential steps to initiate a successful PBL lesson. From sparking students’ curiosity with captivating topics to guiding them through thorough research and reflective processes, each phase serves to empower learners and foster a dynamic learning environment.

Whether you are a seasoned practitioner of PBL or new to this instructional method, following these steps will enable you to create an environment where students actively inquire, collaborate, and take ownership of their learning journey. By setting clear goals, designing thoughtful plans, and establishing flexible schedules, educators can ensure that PBL projects not only meet educational standards but also cultivate essential skills for lifelong learning.

As you embark on implementing PBL in your classroom, remember that each step is an opportunity to inspire curiosity, deepen understanding, and empower students to become active participants in their own education. Embrace the journey of exploration and discovery alongside your students, and celebrate the diverse insights and achievements that emerge from their collaborative efforts and individual growth. Together, let’s continue to innovate and shape learning experiences that prepare students for success in an ever-evolving world.