Embedded Files
Resources from MyQPortal
Resources from MyQPortal
*You will need to login with your building's MyQPortal credentials to access the materials; if you do not know it, you can reach out to your consultant.*
*You will need to login with your building's MyQPortal credentials to access the materials; if you do not know it, you can reach out to your consultant.*
PBL: The Six Phases
Sample PBL Unit Launch Opening Activity
Sample PBL Unit Launch Opening Activity
Phase 1: "The Hook"
Phase 1: "The Hook"
Spark curiosity with compelling visuals, data, or stories that make students say, “Wait . . . what?”
Examples:
Students must hold the image in their mind, while mentally unpacking what must exist first.
Holding on to information while considering other information
Storing and manipulating visual and verbal information
Thinking about multiple concepts simultaneously
They then connect modern objects (ex: makeup or sidewalks) to foundational concepts (chemistry, materials, infrastructure).
Remembering details
Applying former approaches to new situations
Categorizing information
The Executive Function skills students engage in or build during this sample activity. For context, students could move around from table to table and discuss
Storing and manipulating visual and verbal information (CC)
Holding on to information while considering other information (CC)
Identifying cause-and-effect relationships (En)
Categorizing information (En)
Remembering details (CC)
Shifting focus from one event to another (CC)
Changing perspective (En)
Seeing multiple sides to a situation (C)
Being open to others’ points of view (C)
Thinking about multiple concepts simultaneously (En)
Being creative (Ef)
Making hypotheses, deductions, and inferences (Ef)
Applying former approaches to new situations (Ef)
Sample PBL Task Statements
Sample PBL Task Statements
"The Problem or Challenge"
"The Problem or Challenge"
Keep it open-ended, tied to a real-world audience, and focused on a meaningful product.
From Lesson First to Felt Need: Authentic Connections
Authenticity in the classroom is crucial for students because it fosters a sense of relevance, increases engagement, and promotes deeper learning by connecting classroom concepts to real-world situations. When content is connected to authentic problems and contexts, students are also able to develop critical thinking and problem-solving skills - skills we know they will need for their future! Below are a few resources that you can peruse that will help you create authentic connections in your classroom.
Authenticity in the classroom is crucial for students because it fosters a sense of relevance, increases engagement, and promotes deeper learning by connecting classroom concepts to real-world situations. When content is connected to authentic problems and contexts, students are also able to develop critical thinking and problem-solving skills - skills we know they will need for their future! Below are a few resources that you can peruse that will help you create authentic connections in your classroom.
Watch this video by Dr. Sulla, the "Tree of Whys", to utilize a technique to identify an authentic context and a relevant, performance-based task for an instructional unit. Brainstorm your own Tree of Whys. ➡️
This tool will assist you in creating PBL tasks, beginning with the essential skills and standards necessary for students to master in a unit of study.
Problem-Based Learning
Problem-Based Learning
Authenticity Thermometer (1).pdf⬅️ Want to gauge the level of authenticity of your task? Use our Authenticity Thermometer (also on the right) to self-assess and see how you can raise the level of authenticity even higher!
Use Authentic Performances for Problem-Based Units: A Brainstorm to view different examples of authentic performances that could come out of a PBL task.
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