Create a test schedule that allows teachers to design and create their projects
Provide blocked time for students to engage in their project fully.
High School (Grades 11 and 12)
Identify a team to help IB teachers design prototype projects involving complex case
studies and real-world problems while meeting the IB criteria.
Offer IB courses that are project-based such as ITGS, Drama, and Environmental Science.
2. Train all faculty involved in Project-Based Learning prototypes, with a heavy emphasis on
formative assessment and 21st century learning assessment tools.
3. ASB adopts a schedule, calendar, and professional development model that supports the essential
conditions for PBL.
(Project-based learning report, 2012).
Prototyping our PBL Model in Real Environments
The first year of PBL work was focused on developing a deep understanding of the learning approach. In
spring 2013 a new R&D PBL Task Force was formed for the 2013-2014 school year and was charged with
developing and prototyping a PBL model that is appropriate for ASB students.
The prototyping process is an active process of creating, exploring, testing, re-designing, and refining in
order to develop practices that best meet the needs of students and teachers. PBL practices aren’t
implemented in a vacuum; they are introduced into complex teaching and learning environments. An
important aspect of prototyping is bringing a practice “to life” where educators and students get hands-on experience, and where the prototype interacts with and pushes at the boundaries and constraints of
what already exists in schools, classrooms, and the minds of educators. Once in play, schools can learn
about what factors catalyze or inhibit the success of a prototype and make adjustments to the
environment and the prototype. Grappling with a prototype within real constraints activates the need for
deeper learning, which, when satisfied, creates a kind of in-sourced expertise where students, teachers,
and school leaders gain knowledge and skills. The adjustments to prototypes and learning environments
and the hands-on in-sourcing of expertise involved in the prototyping process results in new practices that
are tailored for successful implementation.
The PBL Task Force began this process in Fall 2013 when they began testing their initial
PBL model with fourteen teacher volunteers in the elementary school. During this
prototyping process, the role of the Task Force has been to:
Facilitate learning about PBL.
Support teachers’ efforts to test the new model in their classrooms.
Gather data from teachers about their thinking over time, their experiences with the model, and
their feedback for improving and supporting the model.
Identify factors that inhibit or catalyze successful implementation of PBL in the elementary school.
Adjust the prototype in real time if needed.