PBL21 - the next step in the evolution of project-based learning!
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PBL21 is a unique approach, developed by Anne Shaw of 21st Century Schools, to designing and implementing project-based learning which is guided by the 3 Compasses to 21st Century Education and grounded within the context of an intentionally designed 21st Century Learning Environment.
The 3 compasses are: Critical Attributes of 21st Century Education, Multiple Literacies for the 21st Century and the 7 Survival Skills of the 21st Century. A 21st Century Learning Environment includes the Physical/Virtual, Social/Emotional and the Academic environments. Meet the PBL21 Heroes! |
We can help you take your classroom, campus, district, state, country or
other educational organization into the 21st century!
other educational organization into the 21st century!
In general, practitioners and proponents of PBL describe it as having the following characteristics:
We agree with these key criteria of PBL. But they stop short of a holistic, integrated plan for project-based learning. Many PBL plans remain restricted within the current structures of policies and paradigms of the factory model of education.
So, what is it about PBL21 that makes it the next step in the evolution of project-based learning?
While there is some overlap in the key criteria listed above and that listed below from 21st Century Schools, PBL21 represents an overall paradigm shift which actually makes a break from the 19th-20th century factory model paradigm of education that persists well into the 21st century.
- Key Knowledge, Understanding, and Success Skills
- Challenging Problem or Question
- Sustained Inquiry
- Authenticity
- Student Voice & Choice
- Reflection
- Critique & Revision
- Public Product
We agree with these key criteria of PBL. But they stop short of a holistic, integrated plan for project-based learning. Many PBL plans remain restricted within the current structures of policies and paradigms of the factory model of education.
So, what is it about PBL21 that makes it the next step in the evolution of project-based learning?
While there is some overlap in the key criteria listed above and that listed below from 21st Century Schools, PBL21 represents an overall paradigm shift which actually makes a break from the 19th-20th century factory model paradigm of education that persists well into the 21st century.
How is PBL21 different, and what defines the “next step in the evolution of project-based learning?”
* Multiple literacies for the 21st century
* 7 Survival Skills for the 21st Century (Tony Wagner, Harvard University)
- First things first - the Learning Environment. This means we must design a learning environment that truly supports 21st century learning. We begin with the Physical Environment, which includes facilities, learning studio design and schoolyards. This does not necessarily mean that you must have enormous amounts of funding. Options may include new facilities (many districts are replacing their schools which were built 50 to 100 years ago), renovations are another option, and then there are ways to change the way you are using current learning spaces. We then intentionally design the Emotional/Social Environment. Finally, we re-design the Academic Environment.
- Use compasses, not maps, and embed the compasses within the 21st century learning environment. The compasses are useful for planning everything from the boardroom to the classroom, from policies to lesson plans. The 3 compasses are:
* Multiple literacies for the 21st century
* 7 Survival Skills for the 21st Century (Tony Wagner, Harvard University)
- PBL21 Planning Process - Whereas other designers of PBL plan their curriculum by starting with the standards, in PBL21 we do NOT begin with the standards. Beginning with the standards is effectively the same as putting on a set of blinders. Rather than prescribed curriculum maps or pacing guides, we utilize these 3 compasses and our proprietary PBL21 Project Planning Guide to plan curriculum and instruction, to develop supporting activities, to guide the selection of resources and to guide the designing of assessments.
Blinders are for horses, not explorers.
We have seen far too many instances of possibilities and creativity completely shut down during our curriculum design workshop when a principal or curriculum director distributed the curriculum pacing guides among an excited, creative, knowledgeable and talented team of teachers who were about to begin brainstorming and planning their PBL21 curriculum.
Starting with the standards, or the curriculum pacing guides, is the equivalent of putting on a set of blinders. Incredible possibilities for your project-based learning are immediately eliminated!
Just because you do not begin with the standards does not mean that they aren’t in the plan – it’s just the wrong place to start.
By using our proprietary model you will discover that your PBL21 project plans (or units) are more relevant, rigorous and real world. You will also see that you have planned for many exciting and extraordinary learning experiences that would not have happened if you had begun with the standards!
For an example, please see Anne Shaw's article, Serendipity in Curriculum Design. Then visit our Curriculum Resources web site for many ideas for extraordinary PBL21 projects that you and your students will love! You will find that these go far beyond the standards - remember, the definition of "standard" is the minimal level acceptable. Starting with the standards, then, is shooting for the lowest level. The standards are the floor. Instead, we should be shooting for the ceiling!
As you explore the ideas/possibilities we share with you on a wide variety of themes and topics think about the fact that IF YOU HAD JUST STARTED WITH THE STANDARDS these ideas would never have occurred to you. For example, Frog Jumping Day, a theme loaded with fantastic potential for relevant, real world curricular experiences for every grade level, and connected to literally every discipline, literacy and 21st century skill would not be listed in your content standards.
Teachers, you need to trust yourselves and your creativity and genius. Administrators, you need to trust your teachers to be able create amazing, exciting curriculum for their students without tying their hands with curriculum pacing guides. It is enough for teachers to have a copy of the standards that are to be learned by their students for their particular grade level or course. Then, they need the freedom to plan and create, to make learning exciting again (and teaching, too!). THEN, you will see the results - student motivation, student learning and yes, higher tests scores!
The complete list of thematic resources is on our PBL21 Themes page.
The results you can expect? Students will:
* Learn more
* Achieve at higher levels
* Love school - be highly motivated
* Develop 21st century skills and literacies
* Increase rates of attendance, graduation and going on to college
* Achieve higher test scores on standardized tests!
We have seen far too many instances of possibilities and creativity completely shut down during our curriculum design workshop when a principal or curriculum director distributed the curriculum pacing guides among an excited, creative, knowledgeable and talented team of teachers who were about to begin brainstorming and planning their PBL21 curriculum.
Starting with the standards, or the curriculum pacing guides, is the equivalent of putting on a set of blinders. Incredible possibilities for your project-based learning are immediately eliminated!
Just because you do not begin with the standards does not mean that they aren’t in the plan – it’s just the wrong place to start.
By using our proprietary model you will discover that your PBL21 project plans (or units) are more relevant, rigorous and real world. You will also see that you have planned for many exciting and extraordinary learning experiences that would not have happened if you had begun with the standards!
For an example, please see Anne Shaw's article, Serendipity in Curriculum Design. Then visit our Curriculum Resources web site for many ideas for extraordinary PBL21 projects that you and your students will love! You will find that these go far beyond the standards - remember, the definition of "standard" is the minimal level acceptable. Starting with the standards, then, is shooting for the lowest level. The standards are the floor. Instead, we should be shooting for the ceiling!
As you explore the ideas/possibilities we share with you on a wide variety of themes and topics think about the fact that IF YOU HAD JUST STARTED WITH THE STANDARDS these ideas would never have occurred to you. For example, Frog Jumping Day, a theme loaded with fantastic potential for relevant, real world curricular experiences for every grade level, and connected to literally every discipline, literacy and 21st century skill would not be listed in your content standards.
Teachers, you need to trust yourselves and your creativity and genius. Administrators, you need to trust your teachers to be able create amazing, exciting curriculum for their students without tying their hands with curriculum pacing guides. It is enough for teachers to have a copy of the standards that are to be learned by their students for their particular grade level or course. Then, they need the freedom to plan and create, to make learning exciting again (and teaching, too!). THEN, you will see the results - student motivation, student learning and yes, higher tests scores!
The complete list of thematic resources is on our PBL21 Themes page.
The results you can expect? Students will:
* Learn more
* Achieve at higher levels
* Love school - be highly motivated
* Develop 21st century skills and literacies
* Increase rates of attendance, graduation and going on to college
* Achieve higher test scores on standardized tests!
- Higher Quality Projects - by using our proprietary model for designing projects you will end up with extremely high level, high quality projects. There is a big difference between "doing projects" and "project-based learning". Not all PBL is created equal!
- See our comparison chart PBL vs PBL21.
- What is PBL21, anyway?
- How is PBL21 different? See PBL vs PBL21 - a comparison chart
- How did PBL21 come to be? Where did it all begin?
- Who are the PBL21 Superheroes?
- Workshops and other professional development services offered by 21st Century Schools
Our workshop, PBL21 - the next step in the evolution of project-based learning, will answer these questions and more:
- How do I design and implement PBL21?
- How do I plan for and organize these projects?
- What about assessments, grading and standardized tests?
Gallagher, Kelly. Readicide: How Schools are Killing Reading, and What You Can Do About It., Stenhouse Publishers, 2009.
