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PBL Free Resource Sheet

This consulting plan outlines the implementation of project-based learning (PBL) in classrooms to enhance critical thinking, collaboration, and student engagement. It provides guidelines for conducting PBL activities, promoting teamwork, and encouraging student ownership of their learning through goal setting and self-assessment. Additional resources are included to support the PBL process.

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Eesha Arif
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12 views2 pages

PBL Free Resource Sheet

This consulting plan outlines the implementation of project-based learning (PBL) in classrooms to enhance critical thinking, collaboration, and student engagement. It provides guidelines for conducting PBL activities, promoting teamwork, and encouraging student ownership of their learning through goal setting and self-assessment. Additional resources are included to support the PBL process.

Uploaded by

Eesha Arif
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Consulting Plan Education

Topic: Project Based Learning


Created By: Studio E. > Educational Consulting

OVERVIEW
This plan highlights the key areas in project-based learning and how to implement
these in the classroom. The aim is to encourage students to have a balanced learning
experience and equip them with skills for the practical world while increasing their
knowledge of the subject matter.

OBJECTIVES
Enhance critical thinking Promote collaboration and Foster engagement and
and problem-solving skills. teamwork. ownership of learning.

General guidelines
Set a reasonable timeframe for one PBL activity (1 or 2 months, depending on the
class strength etc) and set up learning outcoming and project guidelines.

Project-based learning activity


• Encourage students to develop analytical abilities by considering
multiple solutions to a problem. Pose a general question as a starter to
a complex problem-solving activity. (How do you commute around the
town?) Ask for feedback, pros and cons, experiences, facts and other relevant
information the students might have. Let the students have a facilitated
debate.
• Ask challenging questions about the topic to further the discussion. (How can
public transport be improved in the town? What problems did you identify?
Assuming you are given the task of manage this problem. How are you going to
solve the issue? What recommendations do you have?)
• Conduct a brainstorming activity by asking students to create mind maps,
finding out maps and marking routes, checking the local transport schedule,
talking to adults and writing down findings. Make teams and promote
collaboration.
• Reflect on the findings by fact-checking their accuracy and relevance to the
problem at hand. Critically analyse the proposed solutions (Is it feasible to
have buses operating from every precinct in the town? How many areas are
densely populated, and people need more travel options?) for feasibility and
veto ideas that are too far-fetched. Arrive at a few solutions and advise the
students to work on those (pros and cons, feasibility, information, availability,
budget etc).
• The students should be able to organize their findings into actionable insights
using proper headings, tables, maps, etc and avoiding an idea clutter.
• At the end, ask the students to share their ideas and analyse the best possible
to the problem. Ask why they think the solution is the best one and give them
a chance to defend their choice. Encourage ownership of ideas and provide
constructive criticism where needed.
Collaboration and Teamwork
Group Dynamics Peer Feedback Conflict Resolution
Assign group roles Introduce a peer review Instruct students to use a
according to dynamics and system in a controlled class dispute resolution strategy
individual strengths. If environment to ensure by assuming the whole
possible, let the students fairness and provide the situation to be a piece of
decide amongst students with project pie. Their goal is not to get
themselves after guidelines and criteria. the biggest piece of pie
highlighting the roles and each, but to add more
letting them present a case value to the pie by
about their strengths and negotiating ideas. This
weaknesses. encourages the one-for-all
concept instead of the all-
for-one approach.

Engagement and Ownership


Choice Goals Self-Assessment
Let the students come up Suggest that students Provide a self-assessment
with a PBL topic and ask write down a list of criteria at the end of the
for a vote or provide a personal goals that they activity and ask students to
selection of topics for the want to complete by the fill it up and write a few
students to choose from. end of the activity. sentences about their own
Participate in the activity expectations at the start
by setting down your own and their experience at the
goals to help the students end. Talk about growth in
get started. terms of practical
knowledge.

* Additional resources available: activity sheets, brainstorming sheet, peer


review criteria, goal sheet, project tracker, self-assessment criteria, student
performance sheet.

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