In planning project-based learning it is best to start at the beginning (identifying the problem, question or hypothesis that will drive the study) and the end point (the product that students will develop). These need to be set in the context of global, national and district level ‘real-world issues. Ideally, the teacher will set the broad parameters and the students will define and work on specific problems, questions or hypotheses of their own formulation.
- Is your curriculum or syllabus sufficiently connected to real-world issues? Could it be interpreted differently, so that connection is improved?
- How could you tailor your lessons so that they provide stimulus for discussion, reflection and engagement with real-world issues, leading to opportunities for project-based learning?
- Where in your curriculum is the most obvious starting point for PBL development?
- What would be the most natural project products in your area of the curriculum? Could you step outside the comfort zone and let your students do something different?