My Process:
Project-Based Learning (PBL) Cycle Framework
- Start with a Theme
- Select a broad, engaging theme (e.g., Neighbors, Voices, Silent Stories).
- Ensure it offers room for interdisciplinary exploration and student interpretation.
- Select a broad, engaging theme (e.g., Neighbors, Voices, Silent Stories).
- Brainstorm Ideas Related to the Theme
- Consider personal passions to guide direction (e.g., sneakers, Bahamas).
- Consider personal passions to guide direction (e.g., sneakers, Bahamas).
- Secure Materials and Resources
- Apply for funding through GoTeach grants, DonorsChoose, etc.
- Visit Resource Depot and similar reuse centers for affordable or free materials.
- Inventory classroom makerspace tools (e.g., Glowforge, Cricut, 3D printers, fabric printer, button makers).
- Apply for funding through GoTeach grants, DonorsChoose, etc.
- Visualize the Final Exhibition
- Picture what families, students, and guests will experience on exhibition night.
- Consider layout, interactivity, tone, and product variety (e.g., custom sneaker display, language museum, community storytelling corner).
- Let this vision help backward-plan the unit.
- Picture what families, students, and guests will experience on exhibition night.
- Break the Project into “Chapters”
- Design thematic or content-based chapters that build context and knowledge.
- Examples: Origins, Design, Voices, Belonging, Trade Routes, etc.
- Design thematic or content-based chapters that build context and knowledge.
- Teach Through Each Chapter Using a Variety of Methods
- Shared readings with annotation
- Socratic seminars or structured discussions
- Multimedia (videos, podcasts, visuals)
- Live virtual or in-person guest chats
- Small group collaborative conversations
- Creative tasks to synthesize learning (e.g., maps, models, narratives, zines)
- Shared readings with annotation
- Student Reflection and Choice
- After all chapters are completed, ask students to rank their top 3 chapters they'd like to explore more deeply.
- After all chapters are completed, ask students to rank their top 3 chapters they'd like to explore more deeply.
- Small Group Formation
- Group students based on shared interest areas or overlapping top choices.
- Aim for balance in skill, voice, and enthusiasm.
- Group students based on shared interest areas or overlapping top choices.
- Creative Constraints Conversation
- As a class, define exhibition constraints (e.g., must include an interactive element, use at least one maker tool, be accessible to guests).
- Discuss time, money, skill, etc
- As a class, define exhibition constraints (e.g., must include an interactive element, use at least one maker tool, be accessible to guests).
- Project Brainstorm and Task Design
- In groups, students brainstorm product ideas using the chapter content and available tools.
- Break ideas into manageable tasks.
- In groups, students brainstorm product ideas using the chapter content and available tools.
- Scrum Board Setup
- Groups place all tasks onto a Scrum board organized into:
- To Do
- Doing
- Peer Review
- Done
- To Do
- Use color coding, sticky notes, or digital boards (e.g., Trello, Miro).
- Groups place all tasks onto a Scrum board organized into:
- Exhibition Work Begins
- Students begin working through tasks, documenting progress, problem-solving, and revising as needed.
- Teacher rotates as mentor, feedback-giver, and accountability coach.
- Students begin working through tasks, documenting progress, problem-solving, and revising as needed.
- Two Weeks Later: State of Our PBL + Gallery Walk after small groups form and two weeks before exhibition
- Host a checkpoint meeting where each group presents progress.
- Class participates in a warm/cool feedback session.
- Use a gallery walk format with visual displays of prototypes, storyboards, or early drafts.
- Revise and reprioritize Scrum boards accordingly.
- Host a checkpoint meeting where each group presents progress.
