View Content #27375

From https://musicuentos.com

Sara-Elizabeth Cottrell writes, "PBL has been part of an overall revolution in education, one that has been pushing educators to abandon the Industrial Age model of education where students in rows memorize things we pour into their heads. It asks for teachers and students to take the point of view that young people are preparing for a world that is changing so fast they can’t even imagine what their grown-up lives will look like – or maybe even what planet they will be on. That everyone is walking around with access to more stored knowledge than can even be measured, and rote memorization of lists and facts is of little value in general education now. That the future belongs to those who can identify and solve problems. 

"...But there’s a huge problem with asking world language educators to implement PBL in the same way other subjects do, and to me, that’s in a couple of words in PBLWorks’s definition: “respond” and “complex.” We simply cannot expect our learners to respond as fast or in the same way as those in the history class down the hall, and adding complexity is no one’s success formula for the first years of language learning."

Cottrell goes on to suggest several project ideas for different proficiency levels of learners in this very helpful blog post: https://musicuentos.com/2019/08/10-real-world-project-examples-for-pbll/