ROO WAAG #28
May 11, 2026 - May 16, 2026
Reimagining instruction through project-based learning transformed classrooms, write Victor Black and Beth Furnari
7 minute read By Victor Black and Beth Furnari 04/30/26
You know you’re doing things right when you reflect on how far a student has come, and it gives you goosebumps. That’s how we felt time and time again after shifting to a project-based learning approach to teaching.
We first saw the transformative power of Project-Based Learning several years ago while working at Bridgeport Public Schools in Connecticut. We implemented PBL at a specialty magnet school and saw major improvements in test scores and off-the-charts success stories. For some at-risk students, it changed the trajectory of their lives. We’ve both since been hired at Norwalk Public Schools, and because of the success we saw in Bridgeport, we are working to implement PBL here as well. We’re in the midst of implementing PBL at three schools in the district, and are seeing similarly promising results.
PBL has dramatically improved student engagement, achievement, and social-emotional growth at the Connecticut school districts where we’ve worked, and we recommend it to any district seeking to drive deeper learning and improve outcomes. However, it has to be implemented effectively to be effective. Leading multiple implementations over the years has helped us develop some key strategies and recommendations for other districts interested in implementing PBL at their schools.
Going back to basics
PBL is a teaching method in which students learn by actively engaging in real-world problems or answering complex questions. The project culminates in students creating a public product or presentation for a real audience. Students develop deep content knowledge, as well as critical thinking, collaboration, creativity and communication skills throughout the project and then demonstrate their knowledge in the final product or presentation.
PBL requires a significant shift in mindset for most teachers. For teachers who haven’t previously taught using active methodologies, that transition can feel challenging, and that’s not a sign that something is going wrong, but a natural and important part of the process. Before introducing PBL, it’s important to focus on teachers’ professional growth. We went back to basics with our teachers and secured grant funding to provide professional development on high-quality teaching. This helped us get all teachers on the same level of knowing what good instruction looks like. Then, using a federal Magnet Schools Assistance Program grant, we partnered with the nonprofit PBLWorks, which supported us with PD and implementation around PBL.
Shifting mindsets
One of the biggest challenges for us in implementing PBL – and why professional development is so important – was helping teachers shift their mindsets to become facilitators of learning and to engage in more shared power in the classroom with students. This was a hard hurdle to overcome at our schools because it can seem counterintuitive. Teachers thought that if they weren’t giving students direct instruction, the students wouldn’t learn. Instead, they found that when they began giving students agency, magic happened. Suddenly, the students saw school differently and saw themselves differently. For some students, it was the first time in their academic trajectory that they were in a place where they could actually see themselves “doing school.” Showcasing good PBL in practice and having a core group of teachers who can serve as advocates helps shift teachers’ mindsets. Once they see results and what happens when we give kids the freedom just to use their imagination, they are sold.
Sneaker apps, smart garbage bins and adaptive sports helmets
It is amazing to see some of the ideas students came up with and how engaged they were.
One group designed an app to help find hot-item sneakers. You could say, “I want this top-name-brand sneaker,” and your app finds it for you so you can get it first.
Another group designed an idea for a smart garbage bin. They came up with a module that attaches to a garbage bin, scans the barcodes of items as you throw them away, and generates a shopping list.
In another example, a student athlete with a hearing deficit centered his capstone project on designing a sports helmet with a cochlear implant embedded in it. That idea was eventually patented. It’s all about ideating and problem-solving to push the edge in developing solutions for the world.
The Impact (and the Goosebumps)
PBL is the great equalizer. Norwalk Public Schools is a diverse district with many cultures and abilities, and PBL helps every kid plug into school regardless of their background. Once a student realizes, “Hey, I can do school,” everything starts changing. It’s no exaggeration to say PBL has changed lives. We observed that some students with historically significant in- and out-of-school challenges, identified as high risk through MTSS processes, demonstrated improvements in behavior, attendance and academic performance as a result of this methodology. Imagine a student for whom rote memorization had been their life up to this point, and now they are leading their learning. It sparks something in them that goes so far beyond the content we are teaching. It gives them confidence and helps them believe in themselves. It brings something to life inside of them.
PBL also sparks joy for us as educators and administrators. It improves attendance, climate, and culture. Teachers get engaged in the passion of teaching with PBL. Suddenly, we had teachers sending us emails asking us to come in to see what they were doing with the kids. It creates a lot of pride for everyone.
Key Takeaways
Doing PBL at two different school districts over several years, we’ve learned a lot. Here are some of our top takeaways.
- Have the right people in your building – people who believe in the methodology. We changed our interview process for new hires to ensure candidates understood the kind of environment we offered, so we could assess whether they would be a good fit.
- Know what good instruction looks like. Before jumping into PBL, set the foundation. Make sure teachers know the nuts and bolts of best practices.
- Don’t be afraid to disrupt the status quo. We threw out the sage-on-the-stage model and let students lead. We upended our bell schedule to give teachers time to collaborate. In short, we took things apart and put them back together again around the PBL model — with profound, lasting results.
- Give staff permission to fail, just like we do with kids with PBL. Once that trust is created, teachers will feel safe innovating with their projects.
- Research outside partners. Several entities say they do PBL, but of the ones we tried, PBLWorks was the only one that provided what we needed. PBL isn’t a thing – it’s a mindset and a community of believers. It’s also different than “problem-based” learning. When looking for organizations to support your initiative, make sure they do true PBL.
- Practice patience. PBL implementation takes time. Plan for 5+ years to get it going and see results. But it is worth it. It transforms school culture and student outcomes.
When we give kids the opportunity to use their imagination – and give them the freedom just to go, they grow. They aren’t just learning content, they’re also learning how to apply their knowledge. They are collaborating as teams and using their critical thinking skills. They’re communicating and working together to solve problems. These are skills that will serve them their entire lives – and teaching students the skills to be successful, no matter what their futures hold, is the most important thing a school can do.
Hey ROOS — Check Out This Week’s World Recognitions! 🔮
Daily Highlights
- May 10: Mother's Day, World Lupus Day, Clean Up Your Room Day, National Shrimp Day.
- May 11: Eat What You Want Day, Twilight Zone Day, National Technology Day.
- May 12: International Nurses Day, National Limerick Day.
- May 13: National Apple Pie Day, National Receptionists Day, International Hummus Day.
- May 14: Dance Like a Chicken Day, National Buttermilk Biscuit Day.
- May 15: Peace Officers Memorial Day, National Bike to Work Day, Endangered Species Day, National Chocolate Chip Day.
- May 16: Armed Forces Day, National Mimosa Day, National Barbecue Day, Learn to Swim Day, Wear Purple for Peace Day.
😂 1.
Question: What is an English teachers favorite kind of tea?
Answer: Novel-ty
😂 2.
Question: What do you get when you cross a teacher and a calculator?
Answer: Someone you can always count on.
😂 3.
Question: What did the Science teacher wear to school?
Answer: Designer genes
😂 4.
Question: What kind of meals do Math teachers eat?
😂5.
Question: Why don't History teachers play hide-and-seek?
Answer: Because, good historians are always found in the past.
Conversation Starter with Students:
"Is it harder to show integrity when no one is watching? Why or why not?"🤟
Conversation Starter with Students:
"Why do you think honesty is an important part of integrity?”🤟
Conversation Starter with Students:
"Why is integrity important for your future (college, jobs, relationships)?”🤟
Presto – Chango!
Purpose
Students magically change a multiple-choice question into another question type to deepen thinking and correct learning mistakes.
Materials
- Multiple-choice question
- Note cards or notebook paper
Instructions
- Select a troublesome multiple-choice assessment question from a previous assignment, assessment, or the released/sample tests.
- Students Presto – Chango! revise the multiple-choice question into a nontraditional item type.
- Short-Constructed Response – Remove the multiple choice responses and write a few sentences to answer the question stem, justifying your response.
- Multipart – Select a response from the multiple-choice options then write an additional sentence justifying why the answer you selected is correct.
- Multiselect – Revise the question in a way that includes more than 1 correct response, generate a list of potential responses, and justify the 2 answers that are correct.
- Hot Spot – Revise the question so that the answers are represented by “hot spots” located within a visual or graphic. Justify which is the correct hot spot.
- Inline Choice – Revise the multiple-choice responses so they are represented as inline choice options. Select the correct response and justify why it is the best answer.
NOTE: Students can Presto – Chango! math multiple-choice questions into other question types: equation editor, number line, graphing tool, or fraction model.
- After students “morph” the question and write their response, use Musical Mix-Freeze-Group so students get a new partner to share how they changed the question, how they answered the question, and if they need to revise their response in any way.
- Observe students’ responses, ask for pop-out answers, facilitate discussion, and clarify/verify as necessary.
Classroom Management
- Model several think-alouds showing how to “morph” multiple-choice questions into a nontraditional format.
- Select a multiple-choice question appropriate for the activity (i.e., the answer choices are not an integral continuation of the question stem).
- Remind students there will be no harm or humiliation for incorrect answers because correcting mistakes is a sign of intelligence!
Differentiation
- Promote access by partnering with a supportive peer/adult.
- Promote access by providing the question already in the nontraditional format where students focus on how the question changed rather than changing it themselves.
- Provide response support by allowing students to dictate responses to a scribe and/or allowing students to use speech-to-text support or word prediction support if completing the activity digitally.
Think It Up!
- Have students think more deeply about the concept by responding to a Think It Up prompt as an exit ticket or journal entry:
- Summarize a mistake or misconception that was corrected during the activity.
- Analyze if the question became more or less difficult after revising it to the new format.
- Encourage students to use lead4ward’s Thinking Stems (English/Spanish) to frame their responses, if needed.
USE these phrases CONSISTENTLY so students RECOGNIZE the ROUTINE—that’s what drives it—POWER !
1. Say it with me…
Purpose: Build confidence and reinforce academic language
Example:
*** “Say it with me… photosynthesis is the process plants use to make food.”
2. Turn and Talk…
Purpose: Get every student thinking and speaking
Example:
*** “Turn and talk—what evidence supports your answer?”
3. What do you notice? What do you wonder?
Purpose: Encourage observation and curiosity
Example:
*** “Look at this graph—what do you notice? What do you wonder?”
4. Prove it.
Purpose: Push for evidence-based answers
Example:
*** “That’s a good answer—now prove it using the text.”
5. Which one doesn’t belong?
Purpose: Promote reasoning and justification
Example:
*** “Which one doesn’t belong—and why?”
6. Convince me.
Purpose: Deepen critical thinking
Example:
*** “Convince me your answer is correct.”
7. Add on or disagree…
Purpose: Build academic conversations
Example:
*** “Do you want to add on or disagree with what was said?”
8. What’s your strategy?
Purpose: Focus on process, not just answer
Example:
*** “What strategy did you use to solve that?”
9. You have 30 seconds…
Purpose: Create urgency and focus
Example:
*** “You have 30 seconds—write your best thinking.”
10. Make a prediction.
Purpose: Activate thinking before learning
Example:
*** “Based on the title, make a prediction about the text.”
- Actively monitor your students throughout the lesson.
- Post the focused skill(s) for the week in a visible location.
- Provide support and guidance when students are struggling with skills.
Continue encouraging students as we work toward mastering two skills each week. Let’s keep pushing forward with 15 correct questions per week — we believe in OUR Students, and we are KHS STRONG!
Hey ROOS! Pass the Word On to Your Students....
Hungry Students Afterschool? Killeen High’s Got Dinner Covered!!! 🦘
Spread the Word! 🦘
Great Information for Teacher and Staff's Weekly Toolkit!
We are entering the final stretch. Today during PLC, Matt Widacki will go over some items dealing with the last week of school – keys, raptor badges, swipe cards, grade books, final exams (schedule and turning in for students who may miss or are suspended during finals), and so much more. Be sure to go during your conference period!
FINAL and classroom expectations - Please work on getting something together that is easy to get entered as grades will be rolling by day like they were last semester.
Continue to be tough on the little things – be at your assigned morning or afterschool duty, out in the hallway between classes, continuing to hold students responsible academically, no one leaves your classroom without an ID and a pass, no revolving bathroom door / one at a time but should not always be one out, no one out the first 10 or last 10, continue to turn in to Mr. Gray any attendance students that are truant / you saw them from your class, and no one in your room that is not scheduled in your class at that time. No one leaves to take someone work or comes to you to do work when it is not their class time. Example – I stopped four students truant Friday – they had a pass from their teacher to “go take a test” in another classroom. DO NOT let people out please!
THE LAST 4 DAYS / May 22, 26-27-28 ALL teachers will have duty. Your location may change, but the before or after school part will not.
GRADES - By the end of this next week you should have your 9 formative and 3 summative – you can continue to give grades and record them, but be sure those are in and parents contacted of those not being successful. At this time please remove any blanks and absent – put in zeros – so parents and students see what will happen if they do not turn in the work. Better to have a grade go up than to have a grade lower when those become zeros. Some have blanks and absent grades from April – those are now zeros for sure!
TESTS – we will continue to have AP tests the next two weeks.
HERE IS how I feel lately – just building on my excuses to have more chocolate! HAHA and I taught Algebra……
We still have concerts, activities, and award ceremonies –
May 13 is the academic award ceremony staring at 6:00
May 15 is the percussion concert
May 17 is Baccalaureate at CHOP. Please encourage your senior to be a part of this wonderful celebration.
May 21 is the final band concert
May 23 is senior sunset at summer fun
May 29 is graduation – everyone that works will need to be there late morning – think of this when planning your check out.
I will leave you with this – this is ALL staff members!! Every adult that interacts with our students can make a difference in their lives!
