In the landscape of educational practices, there’s an urgent need to craft experiences that inspire students and empower educators. Can Project-Based Learning (PBL), as a transformative strategy that marries joy and efficiency, turn classrooms into vibrant platforms for real-world problem-solving and deep, engaging learning?

The answer is gave by the group of participants is yes! In the new edition of the course “Introducing Project Based Learning in the Classroom​” that took place in Tenerife da 23/07/2023 a 29/07/2023 we had the pleasure to host a wonderful group of teachers coming from Szkoła Podstawowa im. Mira Stanisławska-Meysztowicz in Żdżary in Poland, with Izabela, Lidia, Anna, Justyna, Małgorzata and Ewa.

And so, the transformative expedition commenced, reimagining the PBL project development into a seamless, integrated process.

Beginning with the essential task of readying the class for PBL, our educators engaged in introspective reflections dialogues. They recognized the crucial need to foster an environment ripe with curiosity, analytical thinking, exploration, and cooperation.
Transitioning into the second phase, the concept of “backward designing” underscored crafting learning outcomes. Instead of being tacked onto the end of a unit, PBL’s strength lies in its intricate intertwining with curriculum content from the very onset.
As the process unfolded, the pivotal role of the “Driving Question” surfaced. Acting as the ignition for students’ educational journey, it sparked a passion for investigation and cross-disciplinary discovery.
Next, our educators tackled the nuanced craft of assessment. Evaluating group contributions presented complexities, but a deeper exploration into formative and summative assessment methods revealed the invaluable role of ongoing evaluation in monitoring students’ growth and achievements.
The journey was further amplified by the strategic integration of ICT tools to explore the application of PBL in their classrooms. This exploration broadened each day as the participants embarked on the development of their PBL projects. Collaboratively, they investigated diverse facets of PBL implementation, pooling their ideas to formulate projects uniquely suited to their students’ age groups and interests. This collaborative venture ignited a flurry of innovative thoughts and cross-cultural interactions, culminating in a profound sense of achievement and a collective commitment to harness the transformative power of PBL in their individual classrooms.

Descover more about our course qui.