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Most of the problems and cons of problem-based learning centers around group
work. If a teacher takes time to develop activities and a comprehensive class, most
of the cons will disappear.
There are three challenging aspects to PBL to be aware of. First, classroom
management can change drastically for both the educator and the students. Students
need to talk to each other and maybe even move about the room more than usual.
This can influence classroom management. Roles switch as students take control and
responsibility for their education. It may be an uncomfortable change for both the
educator and the students. Negotiating might also be challenging, especially for
students who do not have experience in cooperative groups. As an educator plans
for PBL, it is vital to keep these challenging aspects at the front of his/her mind.
After reading all the pros and cons of PBL, it comes down to is PBL effective? It
can be very effective. However, to be effective, classrooms must run like well-oiled
machines, and time management skills are a must. Teachers
must predict issues
before they happen and plan accordingly throughout the school year. Classrooms
that implement PBL with fidelity will see a growth in knowledge and critical
thinking. To be effective, assessment should occur periodically throughout the year
instead of one final assessment at the end. This helps educators know what students
are learning and how to help them best.
If a classroom implements it half-heartedly and the teacher uses the time as a break
instead of a facilitator, PBL will not be effective. PBL is a lot of hard work to get
started, but it will make all the difference if implemented correctly. Keep in mind;
each class is different, so new problems may arise while teaching a group of students.
Adjust your activities for your students.
To effectively harness the magic that comes with Project-Based Learning, PBL
works has outlined seven critical components that must be included. All seven
components are described below. Some components are easier to implement than
others, which can lead to reluctance for many teachers.
Challenging Problem or Question. A PBL project is always based on a meaningful
problem to be solved, question to be answered, or challenge to be addressed. A well-
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designed
question, problem, or challenge gives students room to elaborate and
explore throughout the learning process. Additionally, a compelling project is more
likely to increase motivation and engagement.
Sustained Inquiry. Students completing a PBL project engage in an extended and
rigorous research process that includes inquiry, research, and application. A high-
quality project requires students to think critically about the driving question,
problem, or challenge. Most PBL projects take longer than a few days to complete.
Students need enough time to find quality resources,
apply learning, synthesize
results, and develop a solution.
Authenticity. An authentic project involves real-world context, addresses 21st
century skills, and speaks to relevant concerns, interests, and issues in the students’
lives. An authentic PBL also connects students to other people and communities,
creating a unique learning experience. Completing an engaging PBL project
transports students beyond the boundaries of a traditional classroom.
Student Voice and Choice. Project-Based Learning gives students the opportunity to
make decisions about what they create and how to express their ideas. This inherent
autonomy creates a strong
sense of ownership in students, pushing them to work
harder and care more about their chosen project.
Reflection. A well-designed project includes structured time for reflection. Time set
aside for reflection gives students a chance to make necessary project adjustments
and grow from the learning experience.
Critique and Revision. PBL encourages students to give, receive, and apply feedback
to revise and improve their final product. The critique and revision process creates
opportunities for collaboration that might not otherwise take place.
Public Product. The final step of the project is for to students make their work public
by sharing, explaining, or presenting it to an audience outside of the classroom. A
public product encourages high-quality work and makes learning tangible. It also
allows for increased communication with parents and the outside community.
