How to Introduce PBL Into a Packaged Curriculum

With winter underway in Minnesota, my house has become a warm haven for all sorts of creatures, especially spiders. Both of my daughters have begun to notice that many of the corners of our rooms have become home to spiders, and I often have to remind them that just because they may appear to be unpleasant, we need to learn to coexist with them because they can actually be extremely helpful by doing things like capturing wayward ants who make their way indoors.

Likewise, prepackaged curricula are things that teachers generally consider unpleasant. They are often created by companies that promise certain outcomes for student learning that usually require close adherence not only to the lessons and resources provided, but also to a pacing guide and the use of specific assessment tools and techniques. Teachers who prefer more institutional freedom may find it challenging to accept this systemic approach to instruction. But like spiders, these curricula can be helpful.

Additionally, many teachers assume that when it comes to integrating project-based learning (PBL) into their classrooms, it has to come at the expense of adopted curriculum. But this doesn’t need to be an either-or scenario. In fact, boxed curriculum and PBL can be assets to each other. Elements that may seem restrictive, like a suggested pacing guide, can actually help teachers quickly identify the units that provide the time needed for the learner-centered processes like inquiry that make PBL what it is. If the guide says the geology unit is only seven days long, but the food webs unit is two and half weeks, you can immediately shift focus to that unit.