Project Based Learning

(12 Hours) This course gives participants a thorough understanding of Project Based Learning, including the critical components, as well as common misconceptions. Throughout the course, participants will design their own cycle of PBL they can immediately implement in their own classroom or a future classroom of their own. We take you through the process, step-by-step, providing templates, tools, and resources, you can use to effectively implement Project Based Learning for your students.


  • Price: $45.00
  • Credit Type: Professional Development
  • Credits: 12 PD Hours
  • 32 High-Quality Resources Provided With The Course

Learn The Key Components & Strategies Behind Project Based Learning (PBL)

Receive Step-By-Step Training On How To Implement PBL In Your Classroom, Using the Provided Tools, Templates, & Lesson Plans

Learn How to Plan PBL Cycles Aligned to Cross-Curricular Content Standards

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What You Will Learn In This Course:

  • The key components of a successful Project Based Learning cycle
  • Common misconceptions that teachers often have about PBL
  • What a PBL cycle looks like in a classroom
  • A ten step process to designing an effective PBL cycle

Course Guiding Question:

What is Project-Based Learning and how can I implement it into my own classroom?

Professional Development Credits:

At the conclusion of the course, you will receive a certificate for 12 Professional Development Hours (Clock Hours, CPEs, CEUs).

Model Teaching and Action Potential Learning Professional Development Courses are pre-approved in the following states:

  • Texas: TEA CPE# 902-391, under parent company Action Potential Learning, LLC
  • Montana: Office of Public Instruction (OPI) approved.

If you are a teacher in a different state and wish to use our Professional Development Courses for teacher license renewal, please view our PD STATE REQUIREMENTS PAGE to learn more about your state’s requirements.

Also, consider taking our UNIVERSITY-PARTNERED, ACADEMIC CREDIT COURSES to earn regionally-accredited units or credits, accepted by most states.


Wendy Lipe, Instructor

B.S. Interdisciplinary Studies
Southwest Texas State University

Experience & Credentials:
Over 8 Years of Teaching Experience
Current Elementary-Level Teacher
ESL State Certified (Texas), TAG Certified
Experience with Students with Learning Disabilities
(ADD, ADHD, & Dyslexia)

Course Sections:

Section 1 – An Introduction to Project Based Learning (PBL)

  • The definition of Project Based Learning (PBL)
  • The components of effective PBL
  • Common Misunderstandings about PBL

Section 2 – A Sample Project Based Learning Cycle

  • What a full PBL cycle looks like in a classroom setting

Section 3 – Aligning Content Standards on a Calendar

  • Learn the 10 steps to planning a successful PBL cycle
  • Learn how to align your content standards on a cross-curricular calendar (Step 1)

Section 4 – Developing a Big Idea Based on Content Standards

  • Learn how to develop your big idea in the form of a driving question or problem posed (Step 2)

Section 5 – Identifying Content Area Standards

  • How to identify the knowledge and skills embedded within a standard
  • How to identify content area lessons (Step 3)

Section 6 – Identifying Student Performance Goals

  • How to identify student performance goals based on rigorous questions from Bloom’s Taxonomy and rigorous questions from Webb’s Depth of Knowledge (Step 4)

Section 7 – Choosing a Final Product

  • Learn how to choose a final product (Step 5)
  • Learn about the different roles students can hold in a small group

Section 8 – Planning for Community Involvement

  • Learn how to plan for community involvement in your Project Based Learning lesson (Step 6)

Section 9 – Identifying Assessments

  • The two types of checkpoints
  • The difference between formative, summative, and informal assessments
  • How to choose appropriate assessments and checkpoints (Step 7)

Section 10 – Scaffolding Student Work

  • How to support student work through purposeful scaffolding (Step 8)

Section 11 – The Final Presentation

  • The purpose of having a presentation
  • How to plan for a presentation with an appropriate audience (Step 9)

Section 12 – Reflections

  • The difference between personal and work-related reflections
  • How to utilize reflection questions (Step 10)

Helpful Resources & Templates Included With the Course

The course comes with 32 templates, tools, and graphic organizers ready to be used in your classroom!  These include:

  • Assessment Planner, With Sample
  • Bloom’s Taxonomy Question Stems Chart
  • Calendar for Content Area Standards, With Sample
  • Community Involvement Tracker, With Sample
  • Develop a Big Idea Template, With Sample
  • DOK Based Student Activities Worksheet, With Sample
  • Effective Scaffolding Strategies for PBL Groups
  • Final Activity Planner, With Sample
  • Final Presentation Planner, With Sample
  • Final Project Worksheet, With Sample
  • Identify Content Area Lessons Worksheet, With Sample
  • Group Reflection Resource
  • Sample Reflection Questions
  • Scaffolding Student Success Planner, With Sample
  • Self Reflection on Project Work
  • Student Knowledge & Skills Worksheet, With Sample
  • Teacher Reflection Resource
  • Turning a Learning Activity into a PBL Cycle Template, With Samples
  • Webbs Depth of Knowledge Guide

High-Quality Virtual Presentations

Our high-quality lessons are presented by your instructor in a virtual learning environment that is designed to mirror live, on-campus workshops. Choose to watch or read all lessons at any time and take advantage of our high-quality resources provided for immediate implementation of your new skills.

Access Your Courses Anytime, Anywhere

Courses are accessible to you at any time and are accessible on any computer, tablet, or smart phone. After registration, you will have access to all course lessons, templates, & assignments for one year. Take your courses at your own pace.  Pause any time and continue where you left off.  You will receive instructor feedback at each step of the course as you progress through the curriculum at your own convenience.


Live Feedback & Communication

Our courses are designed to simulate live instruction. Throughout the course, you will receive feedback from your instructor within 24- 48 hours of your submissions as you proceed through lessons and activities. If you have a question, reach out to your instructor through our built-in messaging system or directly by email or phone.

How Our Courses Work: