This post is the final of three installments that describe the three project-based learning (PBL) professional development sessions I facilitated for our Innovate Salisbury team, a team of 15 teachers engaging with building leaders, district leaders, and other experts/thought leaders to help shape the vision for teaching and learning in our classrooms…To read more about Innovate Salisbury, take a look at this Edutopia article I collaborated on with my Superintendent, Randy Ziegenfuss (@ziegeran), and Assistant Superintendent, Lynn Fuini-Hetten (@lfuinihetten).
The first PBL session was more of a general overview of PBL. The second session contained a module in which teachers, playing the role of students, designed student-created rubrics for a PBL unit on opinions and arguments.
The Third Session
The third session followed a workshop model in which teachers spent the majority of the time working on this template, which was adapted from the Buck Institute for Education. (Just in case, here’s a PDF version.) While the work was taking place, teachers were able to rely on each other and/or administrators for support.