Book Study Guide: PBL Handbook for Elementary School
This study guide is designed to enhance your understanding and application of the book.
You can use the study guide after you have read PBL Handbook for Elementary School — or as you read each chapter. The questions provided are not meant to cover all aspects of the book but rather to address specific ideas for further reflection. Many of the questions you can think about on your own, but consider pairing up with a colleague or forming a study group.
Introduction: An Overview of PBL
- On pages 8-9, which of the perspectives on PBL appeal to you?
- Have you experienced, seen, or done “dessert projects” in the past? How did they differ from “Gold Standard PBL”?
- Based on what you read on pages 17-19, reflect on the role of the teacher PBL. If you’re new to PBL, what might you need to learn or do to become a PBL teacher? If you’re a veteran PBL teacher, how have you grown into the role?
- Do you find the arguments for PBL as a force for educational equity on pages 19-23 persuasive? Do you have questions about how PBL can work for all students?
- Can you think of more ways to accomplish your goals for SEL by using PBL?
- If you’ve taught in a remote or blended learning setting, have you used PBL? What made it effective or challenging?
- Based on what you’ve read in the introduction, try writing a short (15-30 second) “elevator speech” explaining your answer to the question, “Why PBL?”
Chapter 1. Designing and Planning a Project
- As you read pages 33-35, did any ideas for projects come to mind?
- What types of projects on pages 34-37 appeal to you, or would be most effective for what you want your students to learn?
- How can PBL help you meet your goals for teaching literacy? What questions do you have?
- Did the sidebar on page 47 help you envision how to teach math in a PBL context? What questions do you have?
- The sidebar on page 59 makes the case for using PBL with very young students. You’ll see other tips for K-2 teachers elsewhere in the book too. Does it sound do-able to you?
- Look at the “anchor projects” on pages 62-63, which are referred to throughout the book. Find out more about them at PBLWorks.org/handbooks.
- Reflecting on this chapter, what are your takeaways? What new ideas did you get? What questions do you have?
Chapter 2. Aligning to Standards
- Which way to start designing a project would work best for you—starting from standards, or with an idea and mapping back to the standards?
- How does the suggestion to “Marie Condo Your Curriculum” sound to you? How easy will it be to teach certain standards in depth, and not “cover” as many as possible?
- Reflecting on this chapter, what are your takeaways? What new ideas did you get? What questions do you have?
Chapter 3. Building the Culture
- In what ways do you “build the culture” in your classroom? Is it compatible with PBL, or might you need to try some new strategies?
- What would you put on your classroom walls to support a PBL culture?
- Consider how you typically set norms or expectations. How might you give students more voice in the process?
- What beliefs and values do you hold about teaching and learning that you think are important for a PBL classroom?
- Reflecting on this chapter, what are your takeaways? What new ideas did you get? What questions do you have?
Chapter 4. Managing Activities
- How well set up is your classroom space for PBL? Could you make some changes (without spending much, if any money)?
- Pages 101-102 discuss several “management routines”—which ones do you already use? Which new routines might you try?
- What has been your experience with “group work” in your teaching? What strategies and tips on pages 105-116 might you try?
- If you already use the workshop model or learning stations, how might you use them during a project?
- Reflecting on this chapter, what are your takeaways? What new ideas did you get? What questions do you have?
Chapter 5. Assessing Student Learning
- Can you see a place for some traditional assessment practices in PBL? What new practices might you need to learn more about?
- Which of the formative assessment strategies on page 130 do you already use, and what new ones could you see using in PBL?
- The section on pages 134-136 on “Individual vs. Team Assessment” and the PBL Pro Tip about grading in PBL address a common concern in PBL. How have you handled this issue in your practice?
- What has been your experience with rubrics? Did some of the advice on pages 136-140 resonate with you?
- Reflecting on this chapter, what are your takeaways? What new ideas did you get? What questions do you have?
Chapter 6. Scaffolding Student Learning
- This chapter offers several strategies for scaffolding various aspects of a project. In what areas might your students especially need support?
- Page 148 talks about scaffolding PBL for students with special needs. Do you have further questions? (If you’re interested in learning more about this topic, read more on special education and PBL at the PBLWorks.org blog.)
- Reflecting on this chapter, what are your takeaways? What new ideas did you get? What questions do you have?
Chapter 7. Engaging and Coaching Students
- What type of entry event for a project appeals to you?
- In addition to what is described on pages 162-163, have you used other strategies for generating student questions, and revisiting them during a unit or project?
- How comfortable and competent do you think you are with the role of “teacher as coach? In what ways might you need to grow?
- Reflecting on this chapter, what are your takeaways? What new ideas did you get? What questions do you have?
