Explore and create: Deep-dive Creation lab 
Preregistration Required
Global adoption of project-based learning has continued to grow as an expanding research base underscores the benefits to learners, specifically when projects are designed with attention to widely recognized best practices. Nonetheless, many educators need support and examples to make the shift from teacher-centered to student-centered learning. Teachers who are new to PBL may hesitate to tackle projects that do not fit neatly into traditional content silos, that require collaboration with experts or partners beyond the classroom, or that require nontraditional approaches to assessment or integration of digital tools. This session aims to inspire and support educators to push beyond the basics with project-based learning enabled by technology. The session combines a PBL veteran teacher’s extensive classroom experiences and strategies with a PBL author’s research insights. Facilitating a rapid design process, presenters will help participants improve projects that align to learning goals and deliver impact for their communities or even the wider world. By anticipating common challenges and gaining access to session resources and feedback, participants will be better prepared to facilitate projects in authentic contexts. They will acquire strategies to connect students with partners, experts, and audiences, both in their own communities and virtually. They will build their toolkit of formative assessment strategies enabled by technology. A session hashtag (#realworldPBL) will connect participants as a community of practice committed to transformational learning for all students.
CONTENT AND ACTIVITIES: Teacher Alex Campbell will open the session with compelling project examples from his rural Tennessee high school. His students have helped to win the release of a wrongly accused inmate, produced national award-winning podcasts and videos, and helped solve a cold case in collaboration with FBI profilers. Co-presenter Suzie Boss will explain that each project has addressed important learning goals and effectively integrated digital tools, reflecting best practices for PBL. What’s more, each example features what Alex calls “the human connection” that leads to heightened student engagement, setting the stage for deep learning.
Unpacking project examples will help participants see beyond the final, finished products to understand the challenges and opportunities at each stage of learning. A rapid design process and reflective questions will help participants envision their own high-quality projects. For example: Have they considered using AI (as Alex did for a recent project) or other technologies to create compelling entry events? Do students reach out to content experts as part of their research process? Do students have choices when it comes to using technology as content creators? Do students have opportunities to share their thinking with authentic audiences? At each stage, what should teachers look for as evidence of learning? How can they help students learn important content while building students’ confidence to tackle challenges and share their solutions?
AGENDA AND PROCESS
ENTRY EVENT (10 min.): Inspirational examples from Alex’s students will help participants imagine what’s possible.
BUILDING UNDERSTANDING (10 min.): Overview of PBL best practices, research highlights to ensure common understanding to support project design.
NEED-TO-KNOWS (5 min.): Survey tool is used to gather audience questions (“need-to-knows”) about high-quality PBL.
RAPID DESIGN PROCESS (45 min.): Using Alex’s project examples as case studies, participants will be guided through each stage of learning in PBL (entry event, building understanding, creating products and solutions, sharing with authentic audience). At each stage, reflective questions and feedback will help participants stretch their thinking and improve project design.
SHARING RESULTS (10 min.): Using digital whiteboard, participants will share project ideas and invite feedback.
Q&A and closing (10 min.)
A sizeable and growing body of research underscores key design elements for high-quality project-based learning and indicates positive and equitable student outcomes when projects are facilitated with attention to best practices. Many resources will inform our session, including books and articles written by and about the presenters. Supporting research includes:
Anderson, S. (2017). Bringing school to life: Place-based education across the curriculum. Lanham, MD: Rowman & Littlefield.
Boss, S. (2019, Aug. 6). Podcasting creates an audience for student storytellers. Edutopia. https://www.edutopia.org/article/podcasting-creates-audience-student-storytellers (Note: This article focuses on an award-winning project designed and facilitated by session co-presenter Alex Campbell.)
Boss, S. (2023, April 26). Want to improve education? Ask students for input. Edutopia. https://www.edutopia.org/article/improving-education-student-input (Note: This article features an award-winning digital journalism project that co-presenter Alex Campbell designed and facilitated with his students.)
Boss, S., & Krauss, J. (2018) Reinventing project-based learning: Your Field Guide to real-world projects for the digital age, 3rd ed. Eugene, OR: ISTE. (Note: Translation recently published in China.)
Boss, S., with Larmer, J. (2018). Project based teaching: How to create rigorous and engaging learning experiences. Alexandria, VA: ASCD. (Note: Translations recently published in China and Chile.)
Jaquith, A., & Zilezinski, M. (2018, Nov. 21). Evaluating deeper learning: Retrospect and prospect. SCOPE Research Brief. Stanford, CA: Stanford Center for Opportunity Policy in Education. Download from https://hewlett.org/library/evaluating-deeper-learning-retrospect-and-prospect/
Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project based learning. Alexandria, VA: ASCD.
Terada, Y. (2021, Feb. 21). New research makes a powerful case for PBL. Edutopia. https://www.edutopia.org/article/new-research-makes-powerful-case-pbl
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