In the simplest terms, PBL is learning by doing and doing work that matters. In didactical terms: Project based learning is a pedagogical approach where students work with developing solutions and creating products that address a real-world problem, challenge or question. ​ Through this process, students must collaborate to use knowledge, skills and feedback to improve their work. ​ Projects (products+process) are presented to an authentic audience at an exhibition. ​ Students document their work in a portfolio and formally reflect on their learning during the project and at the end.

Our philosophy (and experience) is that great Project-Based Learning can be a powerful vehicle to empower young people, help ALL children (especially those with special needs) thrive in school and equip students with vital future-skills that are needed for the world of work. If your school is already doing this at a level that you are happy with... why change? (We mean this sincerely). Doing PBL really well requires a “why” to make hard changes and stick with it over a longer period of time to see results because it doesn’t happen overnight. Change is hard. Every school we work with, we start out by exploring this “why” and what is important to you in the process of working with PBL. Perhaps the why is already a part of your narrative or perhaps you need some help identifying it... either way, it’s a critical part of starting a transformation journey.

Yes, kids with special needs can definitely do Project Based Learning (PBL). PBL is an effective approach because it moves away from a one-size-fits-all approach and allows for personalization within structured classes. By taking a holistic view of learning, PBL provides children with an opportunity to learn through a combination of intellectual, emotional, and practical experience. Here you can see examples of how to give kids with special needs a opportunity to contribute as who they are: https://www.imagineif.dk/post/supporting-all-students-in-project-based-learning(https://www.imagineif.dk/post/supporting-all-students-in-project-based-learning) https://www.imagineif.dk/post/inclusion-and-pbl (https://www.imagineif.dk/post/inclusion-and-pbl)

Project-Based Learning is something different. There can be similarities such as teaching under a theme for a period of time, making products and having a festival to show what students have learned. But PBL is less of a feature in schools and more of a methodology that incorproates a philosophy of “learning by doing”. PBL projects are longer in length than a project-week. They incoroporate learning targets for subjects. Products are worked on over a longer period of time through a process of drafting and critique. Exibitions of student work are for an authentic audience that requires the knowledge or products that the product has produced. Finally, the engaging question for a PBL project is something relevant and meaningful to children and the world outside school. Essentially, PBL is a way of working, not only a annual tradition. For a more detailed description of the difference see this - https://www.imagineif.dk/post/project-week-vs-pbl (https://www.imagineif.dk/post/project-week-vs-pbl)

In PBL we still work with very concrete learning goals and make sure that students know where they are. As teachers we can break down the learning goals into smaller parts using rubrics or taxonomies, and look for evidence of learning in the production of beautiful work.The kids can use portfolios and rubrics or taxonomies to reflect on and document their progress. It is also recommended to individualize the learning goals. Ask your team – Do all students need to learn the same in this project?

PBL can definitely help prepare students for them. By incorporating exam-related topics into the PBL curriculum, students can learn the material in a meaningful and engaging way. Plus, PBL helps students develop critical thinking and problem-solving skills, so they'll be well-equipped to tackle exam questions. While PBL can be seen in opposition to exam preparation, research has shown students can actually learn exam content faster and remember it better due to the meaningful connection of the material to a larger question over teaching exam content in isolation. Research here: https://www.edutopia.org/article/new-research-makes-powerful-case-pbl (https://www.edutopia.org/article/new-research-makes-powerful-case-pbl)

Most of the skills and practices that teachers honed in their craft so far is extremely useful in PBL e.g. classroom management and lecturing in front of a room full of students. There is still a place for “normal” lectures as workshops in a project, but there might be a process of redefining what is a successful teacher. Moving away from being someone who has all the answers to someone who can facilitate the students finding their own answers.In project-based learning, the teacher acts as a mentor, providing guidance, resources, and feedback as needed. This allows students to take a deeper dive into the subject matter and gain a better understanding of the material. Experience in teaching is a big advantage to being able to step away from being the “sage on the stage” and moving into a coaching role.

PBL provides students with many opportunities to develop skills beyond just being able to sit down and listen. Anecdotal research suggests that PBL gives students the confidence to ask questions, take responsibility for their own learning, and not just memorize information. Students also develop skills like self-advocacy, information seeking, and collaboration. These skills are necessary for students to navigate and thrive in a university setting, but also (and more importantly) to successfully enter almost all industries after their formal education is finished. Additionally, every country has examples of universities who are moving away from the “lecture and exam” culture and some are even using Project-Based Learning (or Problem-Based Learning) as their main teaching method.

While the United States has several flagship PBL schools, it is not the way that most American schools work with teaching and learning. At Imagine If, it's always important to us that we understand the context of the country we are working in and tailor PBL to the needs of each school, while also maintaining quality and staying true to the core principles of PBL. Think of it as a flexible framework that can be modified to suit the unique needs of your school, while still keeping the guiding principles in mind. It's not about being solely American, Danish or someone other, but about using PBL to align with your principles and values.