Project-Based Learning (PBL) is a powerful approach to education – one that sparks curiousity, fosters creativity, and helps students take ownership of their learning. the idea of each child diving into topics that truly interest them is exciting! But like any meaningful teaching method, it comes with challenges, especially when students have diverse needs and varying skill levels.
One of the biggest questions I wrestle with is how to implement PBL when many of my students are still developing fundamental math and literacy skills. How do I ensure that every student is engaged and supported, especially with limited access to technology and additional resources? While these are real concerns, i believe there are ways to make PBL work in my classroom, and I’m determined to find them.
Recently, my class participated in a Science Fair. Each student selected a topic of interest and conducted a simple experiment. With 24 students and just one adult, it was a lot to manage, but seeing their excitement and pride in their work made it worthwhile. Even with the extra workload, I saw the value in giving students the freedom to explore, create and learn.
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I’ve also been involved in Genius Projects, inspired by a visit to the Calgary Science School. A colleague and I ran a Genius Week where students chose any topic they wanted to explore. The results were incredible! From learning how to repair TV’s to decorating cakes with fondant, their enthusiasm was contagious. However, logistical challenges came up. Some teachers weren’t sure how to support students, and scheduling conflicts made it difficult to sustain. Eventually, we had to step back from a school-wide approach, but the experience shaped how I approach student-led learning in my own classroom.
Over the years I have adapted Genius Projects to fit a bit better into my class structure. In first term students dip their toes into the waters of PBL and research any topic they’re curious about and present it to the class. While deep learning doesn’t always happen, it builds confidence and public speaking skills. In second term we walk out a little deeper. Whether it is science fair or skill based projects. My students showcase a skill they have or share a new one they are trying to learn. Some of my favourite student projects have included quilt making, arm knitting, training a puppy, and exploring different cuts of meat by chalk drawing on a steer. By third term my students are ready to dive in. It’s my favourite term! Students become the teacher. They lead the class in learning something new. Card games, drawing tutorials, birdhouses and origami lessons have all been shared in our third term. When given the responsibility to teach, they light up with excitement and take ownership of their learning in a whole new way.
Recently, I had the opportunity to hear Jeff Hopkins from the Pacific School of Innovation and Inquiry speak about his innovative education model. His approach got me excited, until I realized that adapting it to a public school setting would be challenging. The student-teacher ratio and school structure make it difficult to implement as designed.
But rather than focusing on what can’t be done, I’m choosing to focus on what can be done. The key may be balancing skill development with the joy of learning. Continuing to build foundational skills while fostering curiousity and engagement.
I may not have all the answers yet, but I now one thing for sure: helping my students develop a love of learning is always worth the effort. And with each small step, I’m getting closer to making PBL a reality in my classroom.
At the heart of Project-Based Learning, and really, all learning, is motivation. When students are excited about what they’re learning and doing, they engage more deeply, push through challenges, and develop a sense of pride in their work. But motivation isn’t something that just appears. It has to be nurtured.
For some students, curiousity comes naturally, and they’re eager to explore new ideas. For others, learning has been a struggle, and they’ve lost confidence in their ability to succeed. As an educator, my role is to help all students reconnect with their natural desire to learn. In order to do this giving them choices, making learning relevant to their lives, and celebrating their successes, is vital.
One of the best ways to build motivation is to help students see the purpose behind what they’re learning. When they can connect their projects to their personal interests, real-world applications, or their future goals, their engagement skyrockets. Sometimes, motivation starts with simply letting them experience success, like completing a project, sharing their knowledge or teaching others.
I may not have all the perfect solutions for implementing PBL, but I do know that creating a classroom culture where students feel supported, valued and excited to learn is a a step in the right direction. If we can help them discover their own motivation, the possibilities for growth and learning are endless. That’s what makes this work so rewarding.
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