PBL Project Slice
- A 1-day workshop for up to 35 participants
- Designed for teachers, school and district leaders, and instructional coaches
- Participants will get a taste of what it's like to be a learner in a PBL classroom
- Led by the PBLWorks National Faculty – a hand-picked group of seasoned teachers, administrators, school coaches, and PBL experts.
In a Project Slice, you feel what it's like to be a learner in a high-quality PBL classroom.
Participants will engage as learners in a one-day project that models the key features of the PBL process. The day will mirror the flow of a larger project, beginning with an engaging launch/entry event and authentic driving question. Teams will work together to build knowledge, understanding and success skills, and develop and critique products and answers to the driving question.
The day culminates with team presentations of their products, followed by structured reflection on what they have learned about PBL. At key moments throughout the day, participants will be encouraged to “put on their teacher hats” and reflect on the pedagogical moves they are experiencing as PBL learners, as well as implications for their own contexts.
A slice is a great way to begin a PBL initiative for a school or district.
Like an entry event for a project, a Project Slice carries a lot of emotional weight and creates a genuine “need to know” energy about PBL and how to make it happen for all students. Schools and districts often use a Project Slice to build understanding of PBL as a staff or school community. Your workshop will be facilitated by a member of the PBLWorks National Faculty—all seasoned teachers, administrators, and coaches who are PBL experts.
Here a couple examples of Project Slice topics...
Art of Persuasion
The project question is: “How can we use graphic design to inspire change?”
Each team designs digital poster art about an issue that is important to them, culminating in a reflection on the PBL practices and principles participants experienced, and a discussion of implications for classroom practice.
The project question is: “How do we manage shared resources for a sustainable future?”
Teams explore economic and environmental science theories related to the “commons." They present case studies focused on situations in which the needs of individuals conflict with the needs of the collective, as well as possible solutions.