Project based learning known as PBL is an instructional strategy where students apply 21st century skills to find the solutions to real-world problems. As a final product, students utilize a multimedia approach to present their findings to an audience of stakeholders.

PBL is a dynamic process where the teacher becomes the facilitator and students are given voice and choice as they develop solutions to problems. Since many topics for PBL are based on current problems, the information can change daily, so students must be fully engaged and cognizant of the research. 

PBL focuses on immersing students in authentic learning. Since the focus is on solving real problems, it is best to involve experts in the field as part of the process. As a result, students learn 21st century skills including collaboration, communication, critical thinking, and problem solving.

To begin project based learning, students start with a problem to solve, or a question to answer. The problem may involve personal concerns, interests, or issues within students’ lives. The teacher will determine the scope of the project as well as the final deadline.

Students work in small groups to solve the problem, and each group member is assigned a role. Although roles may vary according to the goals of the project, some roles include project manager, time keeper, resource manager and editor. Since PBL typically lasts for several days, roles may change throughout the process.

Then, students engage in an extended period where they find resources, conduct research, pose more questions, and apply information. During this phase, students are encouraged to contact experts in the field for guidance. Although learning takes place throughout the entire process of PBL, it is during this time of inquiry when students must apply the 21st century skills of collaboration, communication, critical thinking, and problem solving.

The teacher meets regularly with each small group to assist with questions or roadblocks and to evaluate progress. If groups have similar questions or concerns, the teacher may see a need to provide mini-lessons to the entire class. These lessons typically center on skills related to research, interviewing, and presenting.

Although the teacher sets the parameters of PBL, students determine the final product as well as the direction they pursue during the research phase. One of the goals of PBL is for students to have voice and choice throughout the process.

While students are researching and developing the final product, it is necessary for both the students and the teacher to have regular reflections that focus on the quality of the work, the effectiveness of the inquiry, and the obstacles that arise during the process. The reflections can be done through journaling or group discussions. Regular reflection helps students stay on track and allows teachers to discover any student needs.

Just before the final product is presented, students go through a process of revision. The teacher may require students to practice their presentation for the class or a small group. This practice is done so that each group can receive feedback and make final revisions before the presentation in front of stakeholders.

The final day of PBL is when students present their findings to a live audience. The audience should include experts in the field, as well as parents, teachers, students, and community members. The final presentation can take many forms but typically includes charts, graphs, videos, and PowerPoint slides. At the end, the audience has the opportunity to ask questions, and the experts in the field can share their feedback.

The final product is a showcase of students’ hard work, creativity, and solution to the problem.