Time for Collaboration. Several teams noted that while they valued the experience, developing a
PBL unit required a greater commitment of time and energy. “Time! I wish there was time to talk,
discuss and plan further inquiries.”
Implementing student-driven initiatives. “We faced difficulties because in several instances we
were not able to follow the direction that the children had opted to take.”
Reflect/Imagine/Create: Revising the PBL Model
After the elementary school prototypes concluded, the task force convened to reflect upon the model.
Based on the extensive conversations with grade level planning teams, the task force adopted two
Removed “Need-to-Know” as a core element. It had become clear this was inherent in student-driven inquiry. Further the term had created unneeded confusion, often confused with the
element of “Significant Content” instead of as the “Need-to-Know” items generated by students
in response to the driving question.
Added “Reflection & Revision” as a core element. During prototyping there was a pattern of
coverage or moving through learning tasks or activities without opportunities for reflection or
revision during the unit. Reflection was happening at the end of units, and in many cases students
didn’t have opportunities to revise their work. Students were rarely reflecting on how they were
learning, or on their progress toward answering the driving question. Including reflection and
revision as core elements of the PBL drives planning for reflection and revision opportunities.
Revised ASB Project Based Learning Model