Who is in control? Who is initiating the project? Whose passion is being honored with the project? Who is setting the goals, timelines, and motivation? Are you scaffolding the students’ success through templates, calendars, checklists, rubrics or are you unwittingly stealing their locus of control and micromanaging them.
Who is asking the question to be investigated in the project? The student or the teacher? Is the question a ‘deep, driving question’? Is it a ‘fat’ question or a ‘skinny’ one?
If the projects are collaborative in nature, you may wish to consider the amount of interdependence that students have with one another. Are they merely gluing their parts together to make a whole or do their conversations and co-creations lead to a whole that is greater than the sum of its parts?
Is the content a rich, deep problem space or is it a more narrowly focused content area? Are there natural links to other domains that provide a context or is the content deconstructed to remove seemingly distracting and disparate information?
Are the students involved in constructing new meanings and understandings or are they simply retelling in their own words information they have found during their research? Have you built in mechanisms (blogs, wiki, vokis, public journal writing, etc.) so that student thinking is made visible, transparent and discussable or is most student process hidden and unavailable to others?
How authentic is the problem under investigation? Are students ‘being’ scientists, historians or geographers and so on, or are they ‘studying’ science, history and geography? How much is the project based in the real world of the student? Is it purposeful for them?
RESOURCES FOR PROJECT-BASED LEARNING
Chart: Effective PBL Continua by Peter Skillen & Brenda Sherry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
This post originally appeared on Voices from the Learning Revolution.