Project Based Learning Myths

   Most of my teaching centers around PBL or Project Based Learning.  When teaching technology it really is the best way and most of my teaching peers agree.   However, during a grade level planning meeting when I tried to suggest that they do something similar with their social studies curriculum on Central America, I got a lot of "oh that works well for you but not with what we teach".
   In fact many of the excuses or myths that my co-workers have are very similar to the article by Suzie Boss  Time to Debunk Those PBL Myths in a recent Edutopia article.  According to Ms. Boss, one of the most common misconceptions about PBL's are that they are not 'academically rigorous' because most of us remembering doing projects in gradeschool like making paper-mache or styrofoam planets.  Those projects really did not involve much critical thinking but were very hands-on says Suzie Boss and she is right. 
   We cannot "expect students to gain the full benefits of PBL unless you give them time and instructional support needed for an extended, in-depth, inquiry experience."   So it really depends on what teachers put into before, during and after the PBL.   A PBL cannot be just an extra activity rather teachers need to utilize a whole design process and begin with their content standards and objectives, design assessments and/or rubric to meet the objectives.  Suzie Boss links in her article to an Edutopia video 5 Keys to Rigorous Project-Based Learning that she says sets the "record straight by focusing on PBL as a route to rigorous learning. 
   I have already sent links to Suzie Boss' article to my teacher friends who I met with the other day during their planning time.   I can't wait to meet up with them this week and begin planning and creating a great PBL for their 6th grade students.