Implementing Project-Based Learning in PDHPE

Project-Based Learning (PBL) is a dynamic approach to education that empowers students to explore real-world problems and develop essential learning and life skills through hands-on, inquiry-based projects. In PDHPE, implementing PBL can enhance students' understanding of health-related concepts and promote active engagement in physical activities. In this article, we will delve into the key principles of PBL and provide practical strategies for integrating this methodology into the PDHPE curriculum effectively.

The Buck Institute for Education is one of the global authorities on PBL with lots of publications and example tasks. In Setting the Standard for PBL they provide what is termed the "Gold Standard" of PBL. This standard includes 7 elements:

1. Challenging Problem or Question

As PBL implies, projects should be the base of the learning and are designed around a driving question that is meaningful, relevant, and challenging, sparking students' curiosity and driving their inquiry. For example, how might we address mental health issues by helping 12-18-year-olds manage their own social media?

2. Sustained Inquiry

Students engage in sustained inquiry, conducting research, gathering information, and applying critical thinking skills to solve authentic problems. This often takes up the most time as students work on their projects and engage in deep thinking.

3. Authenticity

PBL projects should connect to the real world and allow students to see the relevance of their learning. PBL is best when students make connections to their lives outside the classroom.

4. Student Voice and Choice

Students have opportunities to make decisions regarding their learning in PBL. This can include selecting topics, designing driving questions, designing project plans, and choosing presentation formats. The more autonomy students have the more motivated they will be to complete a high-quality project.

5. Reflection

Reflection is an integral part of the PBL process. It enables students to assess their progress, identify areas for growth, and celebrate successes. Reflection can be one of the best elements of a PBL as students learn about the learning and design process. Personally, I like to give students a Google form to use or I provide a journaling template/scaffold to be used throughout the project.

6. Critique and Revision

One of the most important elements of PBL is when students get the chance to improve their projects. Students receive feedback on their work and have opportunities to revise and improve their projects based on peer, teacher, and often an external mentor or expert evaluations.

7. Public Product

PBL culminates in a public product or presentation, allowing students to share their learning with authentic audiences beyond the classroom. This is often seen in an expose, a series of presentations, or gallery walks. It shows the students that their work is not just for the school, but is connected to the world with others interested in it as well.

PBL has been around for a long time now, but it is still something teachers stray away from and worry about. They see it as hard to program, and requiring a lot of work with little impact on student learning. But when done right PBL can transform student learning. 

Resources

The Buck Institute (PBL Works)

Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project based learning. Ascd.

Boss, S., & Larmer, J. (2018). Project based teaching: How to create rigorous and engaging learning experiences. ASCD.