Question: Is it still PBL without an authentic audience?
According to the University of Indianapolis CELL description of PBL, an authentic audience
is “a person or institution that works with students on a PBL unit. The
role of the authentic audience can comprise introducing the problem or
challenge to the students to kick off the unit, working with students
throughout the project as a consultant providing guidance, and attending
the students’ public presentation to give feedback.”
For this week’s readings from the BIE website and other supplementary research, it appears the PBL model requires an authentic and public audience for the preparation and presentation of the project. Nonetheless, I personally believe PBL can
be effective and purposeful without one, although it’s certainly not
ideal. Equally, it does not require much extra effort on the part of
the teacher or student, so a classroom embarking on a PBL unit should
strive to include this element in the project design.
A good PBL unit should have a driving question that answers the
question “why are we learning this?” The answer should have a direct
connection to the “real world,” and what better way to bring in the
“real world” than by having a correspondence with someone in the
project’s professional field. This is something I’ve consciously
considered as I’ve set out to build my unit on lionfish as an invasive
species in Bermuda. Local experts are going to have the information my
students need to know to understand the issue from all sides. They are
going to be able to relay first-hand information about the severity of
the issue because they have personally witnessed it and can tell its
“story.” There’s no hiding behind dry facts and figures, which are less
inclined to incite emotion, interest, and activism. Bermudian students
should be talking to Bermudian scientists, environmental activists, and
government officials to piece together of the voice of the community.
As the PLS website points out, “this kind of an audience can be brought
in to see student work at key checkpoints, offering professional
feedback and helping to ensure high-quality products by the end.” They
don’t just have to be the passive audience at the end of unit, clapping
at the students’ final presentations. They can and should be actively
involved throughout the process. The invasion of lionfish is a local
issue, and students should be talking to their neighbors about it.
In addition, however, the article from the Principled Learning Strategies website encourages teachers to make the audience global as
well. Students should not get trapped in the narrow vision of looking
through the “lens’ of local culture. This is a worldwide issue, and
various countries are tackling the exact same problem right now.
Internet networking and videoconferencing are technology tools that are
useful in bridging the divide of physical space. It would be fantastic
if students could chat with ecologists in Cayman, or conference with
SCUBA divers in BVI. Students could discuss their action plans and
solutions and thus see how they could bring about real change on a global level.
What evolves is a greater sense of purpose and a heightened sense of
urgency. The project has a real cause and effect. In other words, it’s
meaningful. The PLS website notes, “The more connected students feel
to the needs of their authentic audience, the more they want to
contribute significantly and do it well–and the more they grow up as
young leaders who are contributing to constructive global change
already, and will continue to do so throughout their lives…”
Therefore, best practice of PBL suggests using an authentic (invited
from the professional world) audience as much as possible throughout the
students’ development of their project to inform, assist, coach,
evaluate, and celebrate the students’ quest for knowledge in their
field. This makes the project, and the students, more socially and
culturally responsive, which is a fundamental 21st century skill.
References
Miller, Andrew. (2011.) The Whole Child Blog. Using Project-Based
Learning to Engage Parents in the School Community. Retrieved June 29,
2013 from http://www.wholechildeducation.org/blog/using-project-based-learning-to-engage-parents-in-the-school-community
Principled Learning Strategies, Inc. (2012.) Keeping it Real in Global PBL: Authentic Public Audience. PLS. Retrieved June 29, 2013 from http://principledlearning.org/1/post/2012/10/keeping-it-real-in-global-pbl-authentic-public-audience.html.
University of IndianapolisCELL. PBL Essentials. Retrieved June 29, 2013 from http://cell.uindy.edu/PBL/pblessentials.php
Saturday, June 29, 2013
Sunday, June 23, 2013
EdTech 542 Week 2: Explore Projects & PBL in Diverse Classrooms
Although it was difficult to find an article that addressed diversity
in a PBL classroom in great depth, here is one that I stumbled upon
that seems to touch upon the issue: Effectiveness of PBL in Diverse Classrooms: http://ecrp.uiuc.edu/v11n1/ostrosky.html.
I certainly hope more analytic research and case studies are carried
out as PBL becomes an increasingly attractive choice for teachers and
schools. This article set out to discuss the benefits of PBL in a
classroom rich with diverse learning needs and cultural, economic, and
linguistic backgrounds. The researchers, Sallee Beneke & Michaelene
M. Ostrosky, based their findings on interviews of preschool teachers
after professional development on the Project Approach. Although this
age group is younger than those I have taught, the benefits of PBL are
applicable to any diverse population. Acclaim for this approach
includes:
Post to Class Discussion Board: Explore Sample Projects
Common Features of PBL Examples:
The common features among PBL projects I explored included strong student involvement, authentic/real-world connections, interdisciplinary education, peer teaching, and organizational components that helped structure time, space, and content. The aim of all PBL education is student-directed inquiry, therefore each unit begins with an “attention-grabber” of sorts – a scenario, simulation, or current event topic that piques the students’ interest and gets them to ask questions. They are meant to be inspired to inquire. These attention-grabbers or stage-setters typically have a community connection to allow for a real-world context and sense of authenticity. The students feel like they are solving real problems and bringing about real change.
Most PBL units appear to start with a general level of breadth and go more in-depth throughout the duration of the project, with the ultimate aim of presenting at some sort of “exhibition,” in which students share with the public their collection of information, opinions/positions, and process of inquiry. The quality, professional-looking products always include technology in some way, shape, or form. Many creative projects also added an entrepreneurial element to promote activism, fund-raising, or competition. Also, the best PBL units I explore included students’ own written components as well as a collaborative group multimedia presentations. That is because PBL education relies heavily on team-based learning, reciprocal instruction, and peer critique.
In all PBL units I explored, preliminary organization was a key component. The planning time appeared “front-loaded” in that the teachers fleshed out the entire structure of his/her unit in advance of presenting it. This included, in most cases, collaborating among various subjects in teacher planning sessions to establish timelines, comparing/aligning state standards in their subject areas, creating rubrics collaboratively, creating exemplars, designing “attention-grabbers” to direct students’ focus to specific areas of their PBL “issue” along the way, and ensuring there were enough student-friendly resources (speakers, artifacts, websites, field trips, experiments, simulations, etc.) to maintain interest and allow for authentic data collection. This high level of pre-planning allows for the teacher to introduce the entire structure/sequence of the process from the outset as well as keep his/her students on target (time-wise and content-wise) throughout the project. He/she would have an arsenal of “breadcrumbs”* or clues to keep the students in a productive workflow. This also places the teacher in a role of facilitator/mentor versus expert/information disseminator. It’s important to note that many of the “better” PBL units I explored were flexible to adapt to a student-guided timeline. Many teachers mentioned in their blogs and reflective notes that their projects took much longer than they had anticipated, but that the benefits were worthwhile because the students delved deeper as they needed to and as their interests led them to.
Another facet of organization I observed was a plethora of concept mapping at the heart of both teacher and student planning. In fact, this PBL tutorial was particularly helpful to me in showing interdisciplinary and topical connections within one PBLunit: http://pbln.imsa.edu/model/tutorials/unitdesign/. These types of concept maps help students flesh out what they know and need to know to address the guiding question of their inquiry. Establishing background knowledge and systematically delineating further information required is a hallmark of all collaborative group work in PBL units of study.
The use of rubrics was another universal theme in the PBL examples I explored. These rubrics were used not only by the students in their personal evaluations, but also as a guideline for productive peer critiquing. Evaluating and revising are common features because teachers know students don’t learning things perfectly the first time; they need multiple opportunities to experience a concept. Rubrics were also used by the teacher for formative and summative evaluation, as they universal enough to allow for and cater to various methods of presentation.
PBL Example of Study:
After narrowing down the PBL topic I planned to work with throughout this course, I encountered this useful websitehttp://ete.cet.edu/modules/modules.html. (It is a link from http://eelink.net, the North American Association for Environmental Education website.) I found it helpful in its categorization of global environmental issues that can be addressed with PBL classroom activities. In each case they offer a “scenario” or problematic/perplexing situation along with links to resources and facts. Although these thematic modules aren’t quite fleshed out PBL units in and of themselves, I found them to be a very useful launching pad for designing a multidisciplinary PBL unit on invasive species. Also, I wanted to share with you all this embedded link that was of particular interest to me in the early development stage of my PBL unit of study: http://ete.cet.edu/gcc/?/pbl_welcome/. Perhaps you will find it (and its workflow diagram) useful going into next week’s assignment.
As it’s been a hot topic in the Bermudian news this year, I’ve decided to center my PBL unit on the topic of lionfish as an invasive species. This allows for a variety of entry points such as science, math, business studies, government, and language arts. There were several PBL examples I looked at in brainstorming facets of my own unit. I specifically sought out ecology PBLs, population-control PBLs, and invasive species PBLs. Two that caught my eye were: “The Case of the Killer Bees” (http://www.pbl.uci.edu/winter2000/bio1a.html) and “Oh Deer! Do we have a problem?”: (http://wveis.k12.wv.us/teach21/public/project/Guide.cfm?upid=3382&tsele1=3&tsele2=129)
What I liked about those two PBL units were the extension opportunities driven by giving students or student groups a professional identity to work from (e.g. USDA inspector, fisherman/woman, historian, tourism director, Biology student, and a SCUBA diver/wildlife activist). These roles help the students refine their approach to tackling the plethora of information they will encounter because they will naturally seek out information that appeals to someone of that profession/perspective. This then leads nicely into a “think-pair-share” opportunity. This also allows for authentic field trips and guest speakers that align with the students’ chosen “identities”.
Another aspect I hope to include in my PBL unit is entrepreneurial activism. I was particularly intrigued by the professional appearance and in-depth content of the Calendars project which was a feature of the PBL unit “Save the Beaches” (http://learningin2025.wikispaces.com/PBL+Samples). I would like to adapt this idea to having my students design and create an informative and activism-inspired product to sell on Exhibition Night as an authentic fund-raising opportunity. This might be a bumper sticker, t-shirt, classroom poster, or calendar. At this point in my brainstorming process, I think this could go along with (and in addition to) a group’s multimedia presentation, but perhaps that would be too much!
Another PBL focus I enjoyed pondering about was the big-picture notion of “Design”, as in “form following function”. “Design is the creation of a plan or convention for the construction of an object or a system” (Dictionary.com). I would like my students to think about designing predators (features of the lionfish as top of food chair), designing purposeful objects (traps or deterrents), designing ecological solutions (fishing bounties, restaurants serving lionfish), designing persuasive arguments, designing appealing publications/products, and designing the structure and framework to tackle all of those designs! I realize this is perhaps stepping back perhaps too far from the topic at hand, but I feel emphasizing the design process would make my students feel more in control of their outcomes and more reflective of their interconnection to the world around them. I was inspired to reflect on those goals through the PBL unit: “How Insects’ Design Solves Architectural Problems”: http://www.youtube.com/watch?feature=player_embedded&v=dwcIYLN2Y3c. The level of inquiry and product development (using technology) that took place in this PBL unit really inspired me.
I look forward to engaging in more research not only into my chosen PBL topic (lionfish as an invasive species) but also into structuring a PBL unit using that topic. Two other sites I encountered that I believe will be helpful include:
*http://www.edutopia.org/stw-project-based-learning-best-practices-new-tech-video
- A teacher can find out students’ interests and strengths more easily.
- A teacher can pull out student to offer additional help to students with extra learning needs.
- Students are able to achieve success through different methods of knowledge representation.
- Students can take on a “teacher role” (which hints at reciprocal or peer teaching).
- Pride in sharing knowledge with peers when they might not have done before (improved self-esteem).
- Hands-on projects increased the attention of otherwise distracted learners.
- Less behavior problems are reported because students are working independently (more so than as a whole group) and with great focus.
- PBL "increased [the] interest, motivation, and attention span of diverse learners in their classrooms."
- It supports language development in ELL learners, as vocabulary is used greatly in conversations about the topic.
- It provides opportunities for teachers and paraeducators to collaborate and find points of entry/application to a students’ IEP in a natural way.
- Information learned becomes more committed to students’ memory. (“Their interest in the topic motivated children to look closely and notice more.”)
Post to Class Discussion Board: Explore Sample Projects
Common Features of PBL Examples:
The common features among PBL projects I explored included strong student involvement, authentic/real-world connections, interdisciplinary education, peer teaching, and organizational components that helped structure time, space, and content. The aim of all PBL education is student-directed inquiry, therefore each unit begins with an “attention-grabber” of sorts – a scenario, simulation, or current event topic that piques the students’ interest and gets them to ask questions. They are meant to be inspired to inquire. These attention-grabbers or stage-setters typically have a community connection to allow for a real-world context and sense of authenticity. The students feel like they are solving real problems and bringing about real change.
Most PBL units appear to start with a general level of breadth and go more in-depth throughout the duration of the project, with the ultimate aim of presenting at some sort of “exhibition,” in which students share with the public their collection of information, opinions/positions, and process of inquiry. The quality, professional-looking products always include technology in some way, shape, or form. Many creative projects also added an entrepreneurial element to promote activism, fund-raising, or competition. Also, the best PBL units I explore included students’ own written components as well as a collaborative group multimedia presentations. That is because PBL education relies heavily on team-based learning, reciprocal instruction, and peer critique.
In all PBL units I explored, preliminary organization was a key component. The planning time appeared “front-loaded” in that the teachers fleshed out the entire structure of his/her unit in advance of presenting it. This included, in most cases, collaborating among various subjects in teacher planning sessions to establish timelines, comparing/aligning state standards in their subject areas, creating rubrics collaboratively, creating exemplars, designing “attention-grabbers” to direct students’ focus to specific areas of their PBL “issue” along the way, and ensuring there were enough student-friendly resources (speakers, artifacts, websites, field trips, experiments, simulations, etc.) to maintain interest and allow for authentic data collection. This high level of pre-planning allows for the teacher to introduce the entire structure/sequence of the process from the outset as well as keep his/her students on target (time-wise and content-wise) throughout the project. He/she would have an arsenal of “breadcrumbs”* or clues to keep the students in a productive workflow. This also places the teacher in a role of facilitator/mentor versus expert/information disseminator. It’s important to note that many of the “better” PBL units I explored were flexible to adapt to a student-guided timeline. Many teachers mentioned in their blogs and reflective notes that their projects took much longer than they had anticipated, but that the benefits were worthwhile because the students delved deeper as they needed to and as their interests led them to.
Another facet of organization I observed was a plethora of concept mapping at the heart of both teacher and student planning. In fact, this PBL tutorial was particularly helpful to me in showing interdisciplinary and topical connections within one PBLunit: http://pbln.imsa.edu/model/tutorials/unitdesign/. These types of concept maps help students flesh out what they know and need to know to address the guiding question of their inquiry. Establishing background knowledge and systematically delineating further information required is a hallmark of all collaborative group work in PBL units of study.
The use of rubrics was another universal theme in the PBL examples I explored. These rubrics were used not only by the students in their personal evaluations, but also as a guideline for productive peer critiquing. Evaluating and revising are common features because teachers know students don’t learning things perfectly the first time; they need multiple opportunities to experience a concept. Rubrics were also used by the teacher for formative and summative evaluation, as they universal enough to allow for and cater to various methods of presentation.
PBL Example of Study:
After narrowing down the PBL topic I planned to work with throughout this course, I encountered this useful websitehttp://ete.cet.edu/modules/modules.html. (It is a link from http://eelink.net, the North American Association for Environmental Education website.) I found it helpful in its categorization of global environmental issues that can be addressed with PBL classroom activities. In each case they offer a “scenario” or problematic/perplexing situation along with links to resources and facts. Although these thematic modules aren’t quite fleshed out PBL units in and of themselves, I found them to be a very useful launching pad for designing a multidisciplinary PBL unit on invasive species. Also, I wanted to share with you all this embedded link that was of particular interest to me in the early development stage of my PBL unit of study: http://ete.cet.edu/gcc/?/pbl_welcome/. Perhaps you will find it (and its workflow diagram) useful going into next week’s assignment.
As it’s been a hot topic in the Bermudian news this year, I’ve decided to center my PBL unit on the topic of lionfish as an invasive species. This allows for a variety of entry points such as science, math, business studies, government, and language arts. There were several PBL examples I looked at in brainstorming facets of my own unit. I specifically sought out ecology PBLs, population-control PBLs, and invasive species PBLs. Two that caught my eye were: “The Case of the Killer Bees” (http://www.pbl.uci.edu/winter2000/bio1a.html) and “Oh Deer! Do we have a problem?”: (http://wveis.k12.wv.us/teach21/public/project/Guide.cfm?upid=3382&tsele1=3&tsele2=129)
What I liked about those two PBL units were the extension opportunities driven by giving students or student groups a professional identity to work from (e.g. USDA inspector, fisherman/woman, historian, tourism director, Biology student, and a SCUBA diver/wildlife activist). These roles help the students refine their approach to tackling the plethora of information they will encounter because they will naturally seek out information that appeals to someone of that profession/perspective. This then leads nicely into a “think-pair-share” opportunity. This also allows for authentic field trips and guest speakers that align with the students’ chosen “identities”.
Another aspect I hope to include in my PBL unit is entrepreneurial activism. I was particularly intrigued by the professional appearance and in-depth content of the Calendars project which was a feature of the PBL unit “Save the Beaches” (http://learningin2025.wikispaces.com/PBL+Samples). I would like to adapt this idea to having my students design and create an informative and activism-inspired product to sell on Exhibition Night as an authentic fund-raising opportunity. This might be a bumper sticker, t-shirt, classroom poster, or calendar. At this point in my brainstorming process, I think this could go along with (and in addition to) a group’s multimedia presentation, but perhaps that would be too much!
Another PBL focus I enjoyed pondering about was the big-picture notion of “Design”, as in “form following function”. “Design is the creation of a plan or convention for the construction of an object or a system” (Dictionary.com). I would like my students to think about designing predators (features of the lionfish as top of food chair), designing purposeful objects (traps or deterrents), designing ecological solutions (fishing bounties, restaurants serving lionfish), designing persuasive arguments, designing appealing publications/products, and designing the structure and framework to tackle all of those designs! I realize this is perhaps stepping back perhaps too far from the topic at hand, but I feel emphasizing the design process would make my students feel more in control of their outcomes and more reflective of their interconnection to the world around them. I was inspired to reflect on those goals through the PBL unit: “How Insects’ Design Solves Architectural Problems”: http://www.youtube.com/watch?feature=player_embedded&v=dwcIYLN2Y3c. The level of inquiry and product development (using technology) that took place in this PBL unit really inspired me.
I look forward to engaging in more research not only into my chosen PBL topic (lionfish as an invasive species) but also into structuring a PBL unit using that topic. Two other sites I encountered that I believe will be helpful include:
- http://www.learnerstogether.net/home/2007/11/18/learning-ecology-using-problem-based-learning.html. This is a reflective teaching blog by Mariam Mathew on the instruction of ecology through PBL.
- http://pbln.imsa.edu/model/tutorials/unitdesign/slide_12.html. This is a report on the strategies of teaching and learning in General Ecologyas presented by Feng Jinchao in The China Papers 2004. I found the “concept map of an ecosystem topic” on pg. 63 to be a helpful planning framework. Perhaps each student group could focus on a “branch” of the connections web, or there could be an expert within each group.
*http://www.edutopia.org/stw-project-based-learning-best-practices-new-tech-video
Saturday, June 15, 2013
EDTECH 542 Week 1: Welcome and Overview of PBL
How exciting! My first post (also to be found here) in my first class towards my MET degree! This is a big step for me, and I’m looking forward to delving into academia and immersing myself in engaging, interactive technology. I know this will greatly improve my effectiveness as a teacher and allow me to be in line with 21st century standards of education.
In EdTech 542 I look forward to learning about what PBL, in fact, is. I’ve heard of constructivist learning and using multi-disciplinary projects in the classroom, of course, but I haven’t heard “PBL” as a specific and well-defined method of instruction before. I hope it’s not a fad, or a passing “buzzword”, or an ideal that is almost impossible to achieve given the reality of expectations passed onto us from administration, government standards, parents, and other teacher. It’s possible that an open-ended, lengthy project is too good to be true—perhaps something reserved for an alternative school or home school. Therefore, I look forward to reading and learning about how it’s been done in the public school system and how its success has been charted. I also look forward to examples and testimonies to verify the merit of this educational enterprise!
Despite my initial “worry”, looking at it conceptually and at first glance, PBL learning seems right up my alley and well in line with my ideals of good teaching. Making information relevant, fun, creative and interconnected makes it memorable and special. Students become weary of the lectures, notes, quizzes, and test. Even projects can sometimes resemble a dumping ground for information on the test that the teacher “didn’t get to,” and it becomes a chore (or an encyclopedic regurgitation) versus a pride-worthy creation. I also value social interaction and engagement in the classroom, and I feel these skills are lacking in many of my students. Hopefully PBL will help them improve these interpersonal and collaborative skills. It will also surely help reach all learners, as they can work at their own pace and in their own way, to a large extent. I just hope I’m able to address the scope and sequence of material in the allotted amount of time with this methodology. I’m bound to find out soon!
I’ve enjoyed this week’s activities of creating an “ad” for ourselves. I love Photoshop and all things graphic, even though I still feel like a novice. It was incredible to see the different ways my peers chose to represent themselves as teachers. I also learned a few new web 2.0 sites I’d like to explore with my students. On that note, here is the link I posted to the Digital Age diigo site: http://learninginhand.com/pbl/ It looks like it shares great ideas for the mobile or app-filled classroom.
Our task this week was to define PBL, amongst other things, as well as respond to our peers’ observations. Here is my posted reflection to the task:
What is Project Based Learning?
Project Based Learning is an active, student-centered, inquiry-based pedagogy that features the understanding of subject content through the learning of (21st century) skills. These skills include “working in groups, making choices, monitoring progress, thinking deeply about a problem or challenge, and communicating what has been learned” (John Mergondoller, edutopia.org). As in the Edutopia video Professor Papout essentially put it, it’s learning something when and where you need it. That’s what makes it authentic learning. The idea is that students are deeply cognitively engaged in creating a meaningful project that is centered on real inquiry, complete with questions, hypotheses, research, tests, and conclusions (7 Essentials for Project-Based Learning (bie.org) p.3). However, it is not just for Science class—it can feature in any classroom with any subject matter. As Chris Lehmann (edutopia.org) expressed, it doesn’t just prepare students for but actually connects students with “the real world.” This style of learning highlights the teacher’s role as “guide on the side”, not “sage on the stage” (as the old adage goes).
The difference between Project Based Learning and Problem Based Learning is not as clear-cut as we might expect. Even among experts, there is some disparity in the way these education styles are defined. In his article A Review of Research on Project-Based Learning, Dr. John Thomas points out that there is diversity in the understanding of the components (defining features) of PBL and that there is no universally accepted model (p. 2). Even the definitions offered at the “Teacher Tap” section of the website eduscapes.com were rather ambiguous. Nevertheless, the amount of student autonomy in the design and execution of the project process appears to be at the heart of the distinction between these two terms. In problem-based learning, the instructor provides the context and problem that the students are responsible for solving methodically through inquiry techniques. The solution is the goal. In project-based learning, the teacher allows the students to latch on to a driving question and work organically to create a culminating project, which is a product that synthesizes and publishes their learning. In this way, the problem-solving component is a natural part of the process rather than the culminating goal.
A PBL billboard might read, “Invigorate your learning environment, energizing (your) curriculum with a real-world relevance and sparking students’ desire to explore, investigate, and understand their world” (Edutopia.org). Who wouldn’t jump on board? I would advocate for teachers’ incorporation PBL in their classroom because it dramatically enhances student engagement and allows students to construct and shape their own learning according to their own learning styles, abilities, interests, and background knowledge. It allows for non-contrived differentiation. It also fosters skills of a lifelong learner such as higher-order thinking, cooperation and communication, reflection, organization, and self-motivation and -direction (which are imperative in my opinion). PBL is also a great entryway for teaching technology skills as a means of research, collaboration, and presentation. The Edutopia website introductory video and article also highlight such benefits as increased academic achievement, increased retention and application of information, increased confidence, and activism. In my opinion, one of the biggest “selling points” is that students are emotionally involved in their educational experience.
There appear to be essential components of a PBL approach to instruction. According to the article “7 Essentials for Project-Based Learning” (bie.org) these include 1) an entry event to initiate interest and questioning, 2) a driving question that is “provocative, open-ended, complex, and linked to core of what students need to learn”, 3) student decision-making in their topics, products, resources, time structure, and assessment (which should include individual and group tasks) 4) development of skills needed to engage in process (metacognitive reflection, working with rubrics, collaboration with role-playing and team-building activities, learning to use task organizers and relevant technology), 5) engaging in inquiry and innovation processes (publicly “fine-tuning” their personal or small-group questioning), 6) feedback and revision with peer-critiques, team meetings, teacher reviews of rough drafts and notes, expert mentors, and 7) a publicly-presented product to be shared with an community-based audience. Although this process is largely student-driven, it’s important to remember that the teacher’s role at all these steps is to provide scaffolding, guidance, and practice in a supervised, structured way so that they understand what they need to do and how.
Reference
BIE. Why Project Based
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