Planing a PBL unit is like considering a family vacation "up North" in Michigan, to Disney World, or Upstate New York. Each has its own kind of experience from relaxation to frenetic family activity. Keeping the end in mind, helps me plan. This is true with PBL units and traditional units more so. Grant Wiggens and Jay McTighe called the process Planning Backwards. Curriculum standards determine what students must know, understand, and be able to use by the end of the course or grade level. Like other states, Michigan's Department of Education provides content standards for grades K-8 called GLCEs and for high schools called HSCEs. These standards should be organized within a school or district curriculum guide where teachers can focus on targets for each unit of study.

Planning backwards for PBL has several considerations.

• By unit or mini unit's end, what should students learn from the standard(s) and content concepts?

  In ELA, writing process is one standard's focus. Another may include persuasive writing or counter arguement. Where these are a focus for student growth in units through out the course, I'd want to include them as part of the PBL. By the end of this unit, what should students know, understand, and be able to do regarding the writing process and the counter argument in persuasive writing?

   

• Why is this gain, from standard(s) and concepts, important to the content/topic?

  This question helps us get to the heart of deciding on how a PBL experience will enhance student achievement. There is always a fit. We just need to determine the scope of such a PBL. Is there enough for student's focus, or too many standards to truely address in one sitting? As with Goldilocks, we need to make the standards addressed just right. It's easy to list numerous standards that are reflected in the current unit. Only identify those standards where growth is expected and will be assessed by the end of the PBL. With laser-like efficiency, which standards are key to the learning at hand. It's okay to list standards where awareness is all that's expected of students as an introductory to those concepts. Make sure to note those standards accordingly as introductory.

Action Steps

1. Review your curriculum for units that you could transform into a PBL experience.
2. Complete parts of the PBL Template
3. Complete the Module Reflection

Review curriculum for a potential PBL experence

At this stage of this learning experience, you may already have ideas for where PBL might be used in the curriculum. If this is your first time using our format, consider starting small--preferrably 1-2 weeks in length, focused on 2 Content standards. Sometimes the excitement of the tranformational effect of PBL can lead to ambitious long term projects, which a person new to this PBL format would find overwhelming. Start small. Go slow to go fast. Have the following in mind:

• Your project idea.
• The scope of your project.
• The standards addressed by your project (see below for more on this).
• The value of incorporating simultaneous outcomes.
• The difference between "project-based" and "activities-based".
• The optimal learning environment.

With those in mind:

1. Look over the standards that are connected to one unit. Note which ones require significant learning growth of concepts and skills by students. Only those standards that will be assessed for student progress should be included.
2. Remember the Goldilocks Rule: Ask yourself why these concepts and skills are important for students to know, understand, and do. Judge for yourself how the elements of PBL would deepen and enhanse students' achievement.

    

Make use of these sites to find your state standards:

• Michigan MDE MCF, GLCE, and HSCE
• State, Local, and National curriculum standards – content standards address disciplinary concepts and information students are expected to learn. 
• SCANS Skills – skill standards address problems people face in their work, life the technical operations defining their craft, and the work place expectations shaping their day-to-day life. 
• Service Learning project – service projects provide students with opportunities to address community needs. 

Fill in Part I of the PBL Template

Complete the following components in Part I

• Name of Project
• Subject/Course
• Grade Level
• Project Idea (Summary)
• Content and Skills Standards
• 21st Century Skills

When done, send an email to the facilitators at mccartj@resa.net & bakerb@resa.net. Include copy of the Word Template or a link to the Wiki page.

Module Reflection

Answer one of the following questions in Reflection 004

• Share your Project Idea that was posted in the PBL template. Also include Subject(s) and Content Standards.