GEARING UP FOR SUCCESS: PROTOTYPING PBL AT ASB
Waciuma Wanjohi
Introduction
Delivering quality learning experiences at ASB means that we as educators learn using the methods we
use to instruct. It only makes sense that our path to considering Project Based Learning (PBL) as a learning
approach has mirrored the structure of a PBL unit.
In PBL a Driving Question is defined. Learners are given control of their inquiry. They reflect as they learn
and revise their approach. Later they use their learning to create products for an authentic audience. The
work of the past three years has followed this process.
At heart, we asked a big driving question: How can we, as a school, use Project Based Learning to improve
student learning? Educators came together to gather information on the topic. Recommendations were
made for prototyping. As we prototyped, team members regularly met to discuss necessary revisions of
process and product. This report represents a product to our most authentic audience: the ASB
community of faculty, students and parents.
Past Work
In 2012 the first R&D PBL Task Force concluded that Project-Based Learning is a highly effective
instructional practice and termed it one of the instructional practices to be considered for achieving ASB’s
mission and core values. Specifically, the Task Force noted alignment with inspiring continuous inquiry
and the core value of internal motivation. They also noted that PBL provides an authentic context for
learning and using 21st century skills. The findings from this report noted the following:
“In a wide variety of studies looking at student performance on standardized assessments,
students who were the product of PBL schools outperformed their non-PBL counterparts.”
“The data almost universally supports the notion that a shift to PBL and a complementary focus
on interdisciplinary learning leads to improved student performance on standardized tests
throughout the elementary grade levels.”
“[R]esearch demonstrates that [middle] schools which break the traditional mold provide their
students with the opportunity to learn more deeply and retain that knowledge for much longer.”
Studies demonstrated “equivalent or stronger performances by high school students who spent
time in PBL classes.”
“Students in successful PBL programs from elementary to post-secondary classrooms consistently
score as well on standardized proficiency exams as peers in traditional systems.”
