Binge PBL for Teachers by Magnify Learning

Binge PBL for Teachers Are you looking to teach the way you’ve always wanted to? With passion and purpose? Are you tired of piecing together and fighting for student engagement every day? Are you wondering what Project Based Learning is all about? Are you ready to teach inspired? 20 Episodes - All less than 15 minutes...Bingeable! Resources at the end of every episode.  20 of the biggest Needs to Knows we have gotten over the last decade of being in classrooms with classroom teachers just like you. Magnify Learning - www.magnifypbl.com WhatIsPBL.com - free resources to get you started on your PBL journey!

Why PBL is Best for Kids? The episode focuses on why Project Based Learning (PBL) is beneficial for students. Host Ryan Steuer begins by sharing a story about his former student, Skyler. Skyler was a bright student in his early elementary years, but began to struggle around third grade. Skyler did not see the value of school and stopped completing his assignments, failing most of his classes. When Ryan introduced Project Based Learning and service learning in seventh and eighth grade, Skyler's attitude towards school changed completely. Through PBL, Skyler finally understood why he needed to learn certain concepts. For example, he was motivated to learn about Punnett squares when he learned how they could help parents understand genetic diseases. Skyler's PBL experience ignited a passion for photography. By high school, Skyler was a successful photographer with a large Instagram following, sponsorships from companies like Coleman and Valvoline, and a photo published in Time magazine. Skyler credits PBL with his success, saying it made him a lifelong learner. Ryan uses Skyler's story to illustrate how PBL can transform students' lives. He then explains three reasons why PBL is best for kids: PBL gives a context for learning. PBL goes beyond rote memorization and skill drills by providing students with real-world applications for their learning. PBL provides students with "handles" or contexts to help them understand the concepts they are learning. PBL is particularly beneficial for students in Title I schools who may lack the background knowledge and context to succeed in traditional learning environments. It is a myth that students need to learn the basics before they can engage in PBL. In fact, students need PBL to effectively learn the basics. PBL shows students how their work matters. PBL empowers students by giving them a voice and showing them that they can make a difference in their community. When students see the impact of their work, they become more engaged and motivated. PBL introduces students to slices of life that they might not know exist. PBL brings community partners into the classroom, exposing students to a variety of careers and life experiences. Meeting professionals from different fields helps students to envision themselves in those roles and expands their career aspirations. PBL provides students with opportunities they may not have otherwise had. Ryan encourages listeners to visit whatispbl.com for a free set of resources to get started with PBL. He concludes the episode by highlighting how PBL gives students hope and introduces them to a brand new future. Magnify Learning - www.magnifypbl.com

This episode focuses on why Project Based Learning (PBL) helps you teach like you've always wanted. The host, Ryan Steuer, begins by discussing his background as a former engineer at a Fortune 50 company and his transition to teaching. He realized that content knowledge is not the only thing needed for success, but skills such as teamwork, presentation skills, problem-solving, critical thinking, and idea generation are essential for career advancement. Ryan found that traditional teaching methods were not effective in helping his students develop these skills. After switching to PBL, he observed a significant positive change in his students. He provides an anecdote of a student group that was able to effectively communicate with a community partner for 45 minutes. Ryan presents three reasons why PBL is best for teachers: PBL allows teachers to teach in the way they have always wanted to teach. It allows them to realize their dreams of changing the lives of their learners. Ryan encourages teachers to resist the cynicism that surrounds the teaching profession and to believe that they can make a difference. PBL promotes growth in teachers. As teachers implement PBL and focus on employability skills, they start to embody these practices themselves, leading to personal and professional growth. Ryan highlights the importance of a growth mindset in PBL. PBL enhances relationships. Not only does PBL strengthen relationships with students, but it also fosters meaningful connections with community partners from diverse professions. This expands both the teacher's and the students' understanding of the world. PBL also transforms relationships with fellow teachers as they collaborate and share their experiences. Ryan encourages listeners to visit PBL schools and ask teachers how PBL has changed their lives. The episode concludes with a call to action for listeners to visit the website whypbl.com to learn more about why teachers love PBL.    Resources Whypbl.com - Hear from classroom teachers and students why PBL is important for our classroom right now. Magnify Learning - www.magnifypbl.com

How to Grow As a PBL Teacher The main idea of this episode is how teachers can grow as PBL teachers. The host uses the example of Southport Elementary School, a Title 1 school in Indiana. Southport Elementary had the highest growth in the state on standardized tests. A common misconception is that high test scores are a result of "skill and drill," but research does not support this. PBL research shows that Title 1 students can excel with PBL because of the additional context and connections the projects provide. Southport Elementary increased student engagement, rigor, and context by using PBL. The episode emphasizes the importance of teachers taking on a growth mindset to help their students develop one as well. The host, Ryan Steuer, suggests three main actions for teachers to grow as PBL teachers: Action 1: Establish your values. Steuer recommends a protocol from James Clear, the author of Atomic Habits. This protocol has teachers select 10 core values, narrow it down to five, and then post those values somewhere as a reminder. Action 2: Gain comfort with the spectrum of control. Ryan points out the importance of student ownership but cautions against giving students complete control too soon. He presents a spectrum of control, from teachers having all the control to students having all the control. He then uses an analogy from Trevor MacKenzie, the author of Inquiry Mindset, of a swimming pool, where the shallow end represents teacher-driven instruction and the deep end is student-driven. Action 3: Change at different speeds. Ryan acknowledges that teachers will change at different rates and recommends thinking about changes in three categories: what to change immediately, what to change eventually, and what to change in the long term. Examples of immediate changes include seating arrangements. Examples of eventual changes include the length of direct instruction and developing group contracts. Examples of long-term changes include grading processes and giving up traditional grading practices, such as assigning zeros.  Resources Join 4,000+ classroom teachers by signing up for a weekly email with three main resources (blog, podcast, and YouTube Video). Magnify Learning - www.magnifypbl.com

 3 Steps to Starting Your PBL Journey Ryan uses a personal anecdote to introduce the idea that everyone taking on a new challenge starts by "crawling, walking, and then running." The main idea of the episode is that teachers should give themselves grace as they implement PBL, as there will be setbacks and failures along the way. There are three main stages to implementing PBL: Crawling: Teachers new to PBL should start slowly, by implementing protocols and strategies they may have seen at professional development or online. Walking: In this stage, teachers begin to use the resources and structures of PBL, such as the six steps of PBL, in their classrooms. Running: Teachers in this stage have successfully implemented PBL in their classrooms and are confident using protocols and strategies. Teachers should embrace failure as a part of the process and use it as an opportunity to grow. This can also help students to develop a growth mindset. Transparency is a key component of successful PBL implementation. Teachers should be open with their students about the challenges they are facing and work together to find solutions. The host encourages listeners who are ready to "run" with PBL to join the PBL Movement Online Community. The next episode in the series will focus on building a classroom culture that supports PBL. Resources Join hundreds of classroom teachers in the PBL Movement Online Community PBL Masterclass for Teachers Magnify Learning - www.magnifypbl.com

 How to Build a Winning Classroom Culture Podcast Summary: This episode discusses how to build a winning classroom culture through 3 mindset shifts: transparency, asset-based classroom development, and relationship building. Key Points: Ryan starts by sharing an anecdote about a student, Maria, who didn't speak during the "connections" activity in his advisory class for an entire semester. Maria eventually felt comfortable enough to participate, and the class celebrated her contribution. Ryan then introduces the three mindset shifts that can help create a winning classroom culture: transparency, asset-based classroom development, and relationship building. Ryan emphasizes the importance of being transparent with students about the learning process and being open to learning alongside them. He encourages teachers to focus on students' strengths and assets rather than their deficits. He illustrates this point with an example of a teacher complaining about students not knowing compound sentences. Ryan argues that teachers should focus on what students do know (like how to write a complete sentence) and build upon those skills. Ryan also stresses the importance of building relationships with students and teaching them how to build relationships with each other. He suggests using protocols, structures, and activities to help students develop their relationship-building skills. Ryan concludes by highlighting the importance of these mindset shifts for creating a positive and productive learning environment. Call to Action: Ryan encourages listeners to participate in a free PBL Simplified book study. He suggests inviting other teachers to join the book study to learn together and create solutions for their school. Ryan also asks listeners to rate and review the podcast. Resources PBL Simplified Book Study and Resources Magnify Learning - www.magnifypbl.com

How PBL Brings Engagement  Get Your Students on Board (not Bored!) This episode focuses on how to get students on board with Project Based Learning (PBL). Teachers may encounter resistance from students accustomed to traditional, passive learning environments. Three warnings to keep in mind as you transition your students to PBL: They may not be ready to take initiative or solve problems independently. Teachers should guide them and provide opportunities to develop agency. Think of this transition as “hurting cats” becoming “hurting tigers.” Give students choices and involve them in decision-making processes. Encourage them to take ownership of the classroom environment. This helps them take ownership of their learning. It is important to use failure as a learning opportunity. Help students develop resilience and a growth mindset. Help them develop the language of agency and ownership to work through failures. Agency: Students need to be taught how to be empowered learners. Ownership: Students need to feel a sense of ownership over their learning. Failure: Students (and teachers) will experience failure. Real-world problem-solving is a cornerstone of authentic PBL. Book Recommendation: Life's a Project: The Six A's of Project-Based Learning by Andrew Larson. Andrew Larson is a PBL educator and master storyteller. A free book study is also available. Get the book here The next episode will discuss how to engage with the real world without becoming overwhelmed. Listeners are encouraged to rate and review the show.  Resources Life's a Project Book Study Magnify Learning - www.magnifypbl.com

Make or Break your PBL Key Points and Ideas Ryan shares a story about a failed service-learning project with his 8th-grade students involving sending canned goods to Africa. He learned that the students needed more guidance and that he should have brought the "why" closer to home. Real-world problem-solving is the key to successful Project Based Learning (PBL). The closer to home the problem, the more students will be invested in finding solutions. Teachers should partner with community organizations to find authentic problems that students can help solve. Students can then see the impact their work is having on their community. Driving questions are essential for PBL. They should be real and relevant to students' lives. They should include: a role the student will play an action the student will take the outcome of their action Teachers should not be afraid to fail. Failure is an opportunity to learn and grow. The host distinguishes between “scenario” PBL projects and authentic projects. He argues that only authentic projects that involve students in real-world problem-solving are effective. Teachers should still teach content in PBL. Content is essential for students to be able to solve problems. Students need to feel “whelmed,” not overwhelmed.  Call to Action: Follow Magnify Learning on Facebook and Instagram Next Episode: How workshops allow teachers to provide student-centered, inquiry-based experiences  Resources Join the Magnify Learning Facebook & Instagram Bootcamps, Resources, and Updates Magnify Learning - www.magnifypbl.com

Workshops and PBL This episode focuses on using workshops as a primary means of delivering content in a PBL unit. Ryan Steuer, the host, uses a personal anecdote about a student named Brooke who skipped a workshop on compound complex sentences because she found the description unexciting. This anecdote leads into a discussion of mandatory versus voluntary workshops. Ryan then offers three key tips for teachers using workshops in PBL. Key Concepts Workshops as the "heart" of PBL: Workshops are a central component of PBL, serving as a space for delivering content, fostering mastery, and addressing specific student needs. Need-to-know workshops: Workshops should be driven by student "need-to-knows" that emerge from the entry event and engagement with the project's driving question and rubric. Mandatory vs. Voluntary Workshops: While voluntary workshops may work for some students, mandatory workshops ensure all students receive necessary instruction, especially on key standards or concepts. Repurposing Traditional Materials: Teachers can adapt existing materials like quizzes, labs, and activities for use in PBL workshops, connecting them to the project's real-world context. Student and Community Partner-Led Workshops: To increase student engagement and ownership, students who have mastered a topic can lead workshops for their peers, and community partners can offer expertise related to the project. However, scaffolding and structure are essential for successful student or community partner-led workshops. Call to Action Download the PBL vs. Project comparison chart from the show notes. Listen to the next episode about designing effective entry events. Rate and review the podcast. Additional Notes: The host mentions that state testing scores tend to improve in PBL environments, even compared to traditional "skill and drill" approaches. He plans to share specific examples in future episodes. Resources PBL vs a Project Visual Magnify Learning - www.magnifypbl.com

Entry Events are the first step in a any PBL unit. Mindset is incredibly important in PBL, and teachers need to be excited and optimistic about the project. 3 Key Entry Event Moves to Ensure Engagement and Clarity: Rubrics communicate expectations. Use real world parameters. Creativity exists within parameters. Use your content area language to show the importance of the content and how it applies to the real world. Bring in a community partner to ask learners for help. This will make the project feel real-world and important. Sprinkle breadcrumbs and connect to the rubric. This provides clarity and helps students stay focused. Use disciplinary literacy. Don't be afraid to use big words to challenge learners. Need to Knows come from students' questions and curiosity. Workshops can be used to teach students the skills they need to solve the problem. Entry Events can be used in traditional teaching as well. Review the podcast: Ryan asks listeners to leave a review to help other educators find the podcast. The show notes highlight the importance of entry events in PBL and provide specific steps teachers can take to create engaging and effective entry events. The notes emphasize the importance of mindset, real-world connections, and student inquiry in PBL. Call to Action Would it be too much to ask to have you take 2 minutes to leave a review? It helps the next innovative teacher find this podcast. Thank you for the help in spreading the movement! Magnify Learning - www.magnifypbl.com

PBL and Inquiry How Do We Bring Inquiry into the Classroom? This episode centers on the crucial role of inquiry in project-based learning (PBL) and provides practical strategies for fostering a culture of inquiry in the classroom. Ryan emphasizes that true inquiry occurs when learners actively engage in questioning and seeking answers, moving beyond superficial engagement to a deeper level of intellectual curiosity. The episode focuses on "Knows and Need to Knows," a core PBL practice that empowers students to identify their existing knowledge and pinpoint the areas where they need further learning. Bringing True Inquiry to Life Ryan differentiates between surface-level inquiry (like asking an engaging bell-ringer question) and true inquiry where learners actively raise questions driven by genuine curiosity. An example is given of students questioning the feasibility of obtaining $500 for a project, signifying their investment in the problem. "Need to Knows" serve as a catalyst for true inquiry by encouraging students to articulate their learning needs. The Power of "Need to Knows" "Need to Knows" are central to effective PBL implementation. They ensure that instruction meets learners where they are, personalizing the learning experience. Ryan uses the example of teaching compound sentences. Through pre-assessment or "need to know quizzes," teachers can gauge students' existing understanding. This allows for tailored instruction: a full workshop for those needing a refresher, and alternative activities for those who've already mastered the concept. This approach avoids unnecessary repetition for students who have already mastered the content, respecting their time and abilities. Types of "Need to Knows" and Their Applications Ryan highlights two main categories of "Need to Knows": Database Need to Knows: These address specific content knowledge and skills. Pre-assessments help determine which workshops or lessons are needed. Resources PBL Simplified on YouTube Magnify Learning - www.magnifypbl.com

PBL Brings the Rs This episode focuses on rigor and relevance in Project Based Learning (PBL). Ryan uses the example of Dixie Elementary, a Title 1 school in Kentucky that improved its rating from a D to an A using PBL. Ryan emphasizes that Dixie Elementary achieved this success not through rote learning but through best practices, engagement, and empowerment. Ryan highlights that Dixie Elementary incorporated community partners, workshops with content-based practices, need-to-knows, formative assessments like quizzes and tests, and presentations to authentic audiences. Ryan stresses the importance of authenticity and relevance in PBL, arguing that it's challenging to have a rigorous problem without a community partner. Ryan outlines three steps to increase rigor in PBL: Start with standards, emphasizing the need to unpack them and be intentional about their implementation. Create a Depth of Knowledge (DOK) level four driving question, which is non-googleable, requires in-depth research, and uses higher-order thinking verbs. Develop rigorous performance tasks as benchmarks, ensuring students synthesize ideas rather than merely regurgitate facts. Presentations are a key element of PBL, as they prepare learners and enhance transparency. Ryan suggests analyzing presentations to gauge the rigor of the performance task, noting that if students are merely repeating facts, the task might lack depth. Ryan encourages teachers to identify power standards within their district or school, suggesting a collaborative approach to developing them if they don't already exist. There are three steps for increasing rigor, emphasizing the importance of evaluating driving questions and developing challenging benchmarks. Ryan argues that rigor and relevance are intertwined, with the real-world problem driving deeper exploration of content. The episode concludes with a call to action, directing listeners to an on-demand course on end products within the PBL Movement online community. The PBL Movement Online Community, highlighting features: Access to on-demand courses on various PBL topics like driving questions and group contracts. A private and active Facebook group for members with paid moderators to answer questions. A project library with resources such as rubrics and product examples. Live support from PBL experts to assist with implementing the resources. The next episode will focus on intentionally designing learning spaces to facilitate collaboration. Resources PBL Movement Online Community Magnify Learning - www.magnifypbl.com

PBL and Spaces This episode focuses on the concept of the classroom as the "third teacher" and how to adjust physical space to create a more collaborative and engaging learning environment for Project Based Learning (PBL). Key takeaways from the episode: Dixie Elementary School transformed its learning environment and saw a significant increase in its state score. Their success stemmed from embracing the idea of the "third teacher," which recognizes that the physical space can be just as important as the teacher and other students in facilitating learning. They redesigned their space to include tables, chairs, and meeting spaces that encouraged student-centered and collaborative learning. The National Model High Schools in Indiana and Florida also exemplify the importance of collaborative spaces. Features like booths, openable glass walls, and combined teacher planning areas encourage teacher collaboration and flexible learning experiences. Teachers can make adjustments to their classroom spaces, even with limited resources, to enhance the learning environment. Ryan suggests three key steps: Flexible Work Zones: Create designated spaces for different learning activities. For example, arrange desks in rows for individual work and in groups for collaborative projects. This helps students understand expectations and prepares them for the day's learning objectives. Student Ownership: Empower students to contribute to the design and organization of the learning space. This can involve activities such as planning flexible zones, presenting their ideas, building prototypes, and developing norms for different learning modes. Visible Thinking: Make the learning process visible by creating spaces that allow students to move, collaborate, and present their work. This can include using podiums for presentations, rearranging furniture for different activities, and utilizing shared spaces like media centers or large group instruction areas. Call to Action: Take a picture of your classroom and share it on social media, tagging Magnify Learning. Use this opportunity to showcase your successes in creating collaborative spaces or to seek feedback and support in transforming your classroom. Other points discussed: Group contracts are crucial for establishing structure and expectations during collaborative work. Sir Ken Robinson's work on changing educational paradigms highlights the need for different approaches to learning environments. The importance of not working in isolation and seeking collaboration with other educators to improve PBL implementation. The concept of "Big Mo" or momentum is discussed as a key factor in successful PBL implementation, emphasizing the importance of building on successes and continuing to move forward. Looking ahead: The next episode will focus on active learning strategies and how to build upon the momentum created by establishing a collaborative learning environment. Resources Magnify Learning Facebook and Instagram Magnify Learning - www.magnifypbl.com

PBL Empowers Students This episode explores the transition from passive to active learning environments. It highlights the importance of shifting roles, utilizing tools for engagement and empowerment, and incorporating reflection and feedback mechanisms. Key Concepts: Shifting Roles: Transitioning from a teacher-centric to a learner-centered classroom dynamic is crucial. Teacher to Facilitator: Teachers should evolve from dispensers of knowledge to facilitators of learning, guiding and supporting students' exploration. Student to Learner: This shift signifies a move away from passive reception of information towards active engagement, application, and problem-solving. Tools for Engagement and Empowerment: Implementing structures that foster active learning is essential. Protocols: Structured activities, such as the tuning protocol, promote focused interaction, constructive feedback, and efficient knowledge sharing. Norms: Establishing shared expectations and guidelines for behavior and interaction cultivates a collaborative and supportive learning environment. Reflection and Feedback: Integrating ongoing assessment and opportunities for improvement is vital. Iterative Process: Encourage continuous refinement of work through feedback and revision cycles, moving away from one-time submissions. Culture of Improvement: Foster a classroom environment where feedback is viewed as constructive and essential for growth, both for facilitators and learners. Call to Action: Share the Binge PBL for Administrators Podcast with school principals to promote a broader understanding and support for PBL implementation. Magnify Learning - www.magnifypbl.com

PBL and Assessments This episode focuses on improving assessment in Project Based Learning (PBL). It emphasizes the importance of intentional assessment practices and outlines three key distinctions to guide teachers in creating meaningful and effective evaluations. Key Concepts: Intentional Assessment: Teachers need to move away from arbitrary grading practices and focus on intentional assessments that provide clear insights into student learning. This involves carefully considering the purpose of each assessment and what it aims to reveal about student progress. Ongoing Assessment Methods: Regularly assess skills like collaboration, critical thinking, problem-solving, and content knowledge throughout the project. Formative assessments help guide instruction and provide feedback to students. Use rubrics to communicate expectations for collaboration and other skills. Structure assessments to provide specific feedback on different skill areas. Individual Over Group Assessment: Separate individual learning from group work to ensure fair and accurate grading. This addresses concerns about uneven contributions within groups and provides a clearer picture of each student's progress. Design PBL units with opportunities for individual research and work. Use workshops and individual assessments to gauge content mastery. Self-Assessment Over Peer Feedback: Encourage students to reflect on their own performance and use rubrics to guide their self-assessment. Peer feedback can be valuable, but it should not be used for grading purposes. Guide students in using rubrics for self-evaluation. Focus on students' understanding of their strengths and areas for improvement. Recommended Resource: Life's a Project by Andrew Larson is recommended for teachers seeking to improve their understanding and implementation of assessment in PBL. The book provides a deep exploration of assessment strategies within the context of real-world project-based learning scenarios. Call to Action: Check out the PBL Movement Online Community Magnify Learning - www.magnifypbl.com

PBL and Feedback This episode explains the importance of providing consistent, structured feedback in the PBL classroom. Feedback is compared to a compass that helps students get back on track when their projects get off course. The episode emphasizes the importance of giving feedback on the product and not on the person, providing feedback daily, and modeling the feedback process. Key Concepts: Providing structure with timed rounds for sharing work, giving likes and wonders, and giving overall feedback. Providing sentence starters for giving feedback in a constructive and non-personal way. Helping students understand that the focus of the feedback is on improving the product and not criticizing the person. Feedback is essential for successful collaboration in PBL. Teachers should use protocols to scaffold feedback, such as the tuning protocol. Tuning protocols have several benefits, such as: Teachers should give feedback every day to help students develop their feedback muscles. Teachers should model how to give and receive feedback. Teachers can ask their learners for feedback and practice listening to and responding to that feedback. Teachers can model feedback by making changes to the classroom based on student feedback. Teachers can do a tuning protocol with colleagues to receive feedback on their PBL unit before launching it. Students can use protocols, such as the tuning protocol, to give each other feedback. Call to Action: Be generous and share the resources from this episode with others. Resource: Binge PBL for Teachers Magnify Learning - www.magnifypbl.com

PBL and Reflection The episode begins with a personal anecdote about Ryan’s experience raising chickens and gardening. The anecdote serves as an analogy for the importance of reflection in PBL. Ryan introduces the concept of the “gardener’s pause.” This is a metaphor for taking time to step back and assess what is working well in a project and what needs more attention. Reflection is described as being similar to this gardener’s pause. It is a process of evaluating actions and nurturing growth by determining what is thriving and what needs more attention. Teachers need to develop this “muscle” of reflection, both personally and in their students. Reflection should be practiced daily and with intention. Feedback is described as coming from others and is an external perspective that helps teachers and students see things that might have been missed. Reflection, on the other hand, comes from within. It is an internal process where individuals analyze their own experiences, thoughts, and actions. Reflection can also be done in groups, where the collective acts as one. Teachers should use protocols, rubrics, and best practice sheets to help students learn how to reflect. Ryan acknowledges that teaching reflection takes time, but argues that this time is a worthwhile investment that will pay off in the long run. When students are able to reflect on their own work, they are better able to identify areas for improvement and make revisions before submitting assignments. Reflection is a lifelong skill that will benefit students both inside and outside of the classroom. Reflection is a muscle that needs to be exercised regularly. Teachers should encourage students to reflect multiple times throughout a project, making it a part of the classroom culture. Like feedback, reflection can save teachers time. When students can provide feedback to each other and self-reflect, it reduces the amount of feedback that the teacher needs to provide. However, teachers should still be involved in the feedback and reflection process. Students need time to apply the feedback and reflection they receive. They need opportunities to revise and improve their work based on what they have learned. Teachers should build in time for revision after practice presentations, peer feedback, and self-reflection. Reflection and feedback are twin sisters. Both are essential for creating a positive and productive learning environment. Ryan reiterates that inquiry is at the heart of PBL. Listeners are encouraged to visit pblshare.com to submit questions for the PBL Simplified for Teachers podcast. The next episode will focus on voice and choice in PBL. Resources Go to PBLshare.com to get your personal Need to Know answered. 6 Step Process of PBL Magnify Learning - www.magnifypbl.com

PBL and Inquiry This episode focuses on inquiry-based learning, a key component of Project Based Learning (PBL). Inquiry is presented as "the spark" that ignites curiosity in learners, encouraging them to be active participants in their learning. The host emphasizes that inquiry benefits all learners, not just those who are struggling. Authenticity in PBL units is crucial for promoting inquiry and engagement. Ryan suggests three moves to use inquiry to develop active learners: Student-led questions: Encouraging students to develop their own driving questions to foster a sense of ownership and curiosity. Scaffolding inquiry: Utilizing frameworks, "I wonder" boards, and provocations to guide students' questions. Emphasizing real-world problems: Linking inquiry to authentic methods used by professionals. The host highlights that PBL offers a structured instructional model that facilitates inquiry, unlike some other models like STEM or service learning. The six steps of the PBL process, as outlined in Episode 5 and the book PBL Simplified, are explained as a model for inquiry: Define the problem. Determine solution criteria. Research possible solutions. Select a solution. Test the solution. Reflect on the solution. Listeners are encouraged to download a resource with the six steps of the PBL process. The host recommends listening to the PBL Simplified for Teachers Podcast for additional examples and resources related to PBL. The episode concludes by highlighting that inquiry, facilitated through PBL, empowers students by equipping them with the skills to solve problems. The next episode will discuss voice and choice, further exploring student empowerment in PBL.  Resources PBL Simplified for Teachers Bi-Weekly Podcast Magnify Learning - www.magnifypbl.com

PBL and Voice/Choice  Voice is not the same as choice. They just rhyme. Voice and choice are often used interchangeably, but they are distinct concepts. This episode explores the differences between voice and choice in Project Based Learning (PBL). Understanding Choice Choice is about autonomy and agency. Choice boards are an example of how to provide choice in the classroom. Giving students the option to choose their seats is another way to offer choice. When teachers provide choices, they are requiring students to make decisions about their learning. This can help students to become more engaged and invested in their learning. Understanding Voice Voice is about impact. Students need opportunities to share their opinions and ideas, and to know that their voices are valued. Traditional school systems often discourage students from using their voices. Giving students a voice can help them to move from passive to active learners. For example, asking students for their "likes and wonders" at the end of a PBL unit gives them a voice. Even if a teacher does not implement a student's idea, simply asking for the student's input and considering it can be powerful. The Continuum of Voice and Choice Voice and choice exist on a continuum. Some teachers may be more comfortable giving students a lot of voice and choice, while others may prefer to start with smaller steps. It is important to find a balance that works for both the teacher and the students. Too much voice and choice can lead to chaos, but too little can stifle student creativity and engagement. The appropriate amount of voice and choice may vary based on grade level and the students' prior experiences with PBL. Key Takeaways Teachers should be intentional about providing both voice and choice in their classrooms. Choice helps students to develop autonomy and agency, while voice gives them a sense of impact and empowerment. Teachers should start with small steps and gradually increase the amount of voice and choice they offer as their students become more comfortable with PBL. It is important to find a balance that works for both the teacher and the students. Call to Action Check out the PBL Master Class for Teachers for a comprehensive overview of PBL. Rate and review the podcast to help other teachers find it. Magnify Learning - www.magnifypbl.com

PBL and Presentations Presentations are the megaphone for student voice. They amplify student voices and ideas, ensuring that their perspectives and solutions are heard. Best Practice 1: Encourage Multiple Ways to Present Provide a variety of presentation options to accommodate different learning styles and comfort levels. Allow students to pitch alternative presentation ideas that align with learning standards. Consider student comfort levels, as public speaking is a common fear. Start with small, low-stress presentation practice to build confidence. Provide scaffolding to help students develop presentation skills. Offering choices in presentation styles builds student autonomy and agency. Best Practice 2: Structure for Success Always have a practice presentation before the final presentation. Practice presentations help students refine their presentations and reduce stress when presenting to community partners. Share the presentation schedule in advance so students know when they will present. Knowing the schedule gives students time to prepare and reduces anxiety. Best Practice 3: Focus on Celebration, Not Grades Final presentations should be a celebration of student learning and problem-solving. Content grades should be assessed during workshops and practice presentations. This reduces stress during the final presentation and allows for a more authentic experience. Students should present their solutions to an audience that cares about the problem they are addressing. The authenticity of the presentation experience is maintained throughout the project. Bringing in community partners increases student engagement and the impact of their work. The Power of Presentations Presentations are a game-changer in PBL, as they provide students with a platform to share their work. Students are motivated by knowing they will present their work to an authentic audience. Community partners provide valuable feedback and connections to the real world. By embracing these best practices, teachers can create powerful learning experiences through presentations. Call to Action Would it be too much to ask to have you take 2 minutes to leave a review? It helps the next innovative teacher find this podcast. Thank you for the help in spreading the movement! Key Takeaways Presentations are an essential element of PBL that amplify student voices and showcase their learning. By following best practices, teachers can create meaningful presentation experiences that empower students and celebrate their achievements. Engaging community partners enhances the authenticity and impact of student presentations. Magnify Learning - www.magnifypbl.com

 You are PBL Ready! Let's gooooooooo! Project Based Learning (PBL) is a life-changing experience for teachers and students. The PBL community is accepting and helpful. When you meet other PBL teachers, ask them, “How has PBL changed your life?” Three Moves to Grow your PBL Practice Build support systems. Don’t do PBL alone! Follow PBL movement makers on social media. Visit other schools to connect with PBL teachers. Form a small group in your school or district to discuss PBL. Embed critical friends groups into your practice. Invite colleagues to participate in a PBL book study and form a critical friends group. Use the tuning protocol to get feedback on your project planning form. Ask for “likes and wonders” from your critical friends group. Join the larger PBL movement. Reach out to other PBL teachers. Join the PBL movement online community. Benefits of Joining the PBL Movement Online Community Two virtual conferences and one in-person conference On-demand courses on key PBL topics A project library with examples of successful PBL projects A vibrant and interactive Facebook group with expert moderators Regular challenges, webinars, and coaching days Call to Action Download the free one-pager with five reasons your principal should support your participation in the PBL movement online community. Check the show notes for links to all 19 resources mentioned in this episode. Rate and review the show. Key Takeaways PBL is a powerful approach to teaching and learning that can make a positive difference in the lives of students. Building a strong support system is essential for successful PBL implementation. The PBL movement online community provides valuable resources and support for teachers. Every teacher can grow their PBL practice and make a difference.  Binge PBL for Teachers Resources WhatIsPBL.com whypbl.com Weekly Newsletter PBL Movement Online Community PBL Simplified Book Study and Resources Life's a Project Book Study Facebook or IG https://www.facebook.com/magnifylearning/  https://www.instagram.com/magnifylearning/ PBL vs Project Download Leave a Review pblsimplified.com PBL Movement Online Community Facebook or IG https://www.facebook.com/magnifylearning/  https://www.instagram.com/magnifylearning/  Binge PBL for Administrators PBL Movement Online Community Binge PBL for Teachers PBLShare.com PBL Simplified for Teachers Podcast PBL Masterclass for Teachers Leave a Review PBL Movement Online Community 5 Reasons Your Principal PMOC Magnify Learning - www.magnifypbl.com