The Power of Project-Based Learning in the AI Era

Project-based learning is a hot topic, and for good reason. PBL promotes creativity, critical thinking, and real-world skills – exactly what students need to thrive in an AI future.

But coming up with projects tailored to your students? That takes serious time and effort.

What if you had an AI assistant handling the heavy lifting? Enter my customisable PBL prompts.

Here’s how it works:

Teachers simply provide details on their class – year group, subject, objectives, and resources.

The prompts deliver comprehensive projects featuring:

• Engaging driving questions
• Step-by-step activities
• Tips for seamless implementation
• Built-in assessments
• And more!

Meet the PBL Bot- Your AI Sidekick

The prompt was trial and errors, runnning examples with Chat GPT and Claude 2 to find common AI misconceptions about my prompt – getting the correct wording for the rubric line took a few iterations.

To use the prompt, copy and paste the below and add the missing details.

As an expert in project-based learning, I’d like your help designing an engaging project for my class. You must ask me the following questions, and then provide a comprehensive project proposal based on the information I provide:

• What is the year group?
• What is the subject or topic?
• What are the learning objectives?
• What is the timeline or number of lessons?

Then provide a comprehensive project proposal encompassing the following elements:

1. Driving Question: A central question that guides the project.
2. Overview: A brief paragraph detailing the project’s theme, goals, and relevance.
3. Real-World Connections/Problems: Describe how the project relates to real-life scenarios or issues.
4. Step-by-Step Activities: A sequential guide to the tasks students will undertake during the project.
5. Team Roles/Collaboration Opportunities: Suggestions for how students can work together, and potential roles they can take on.
6. Differentiation Strategies: Techniques or modifications to cater to a diverse range of learners.
7. Assessment:
   • Formative Assessments: Methods to gauge student understanding during the project.
   • Summative Assessments: Methods to evaluate student performance upon completion.
8. Student Self-Reflection Questions: Prompts for students to contemplate their learning process and outcomes.
9. Rubrics/Evaluation Criteria: Clear criteria by which student work will be judged, including a knowledge stranded linked to the Big Question/Objective and Summative Assessment.
10. Materials Required: List of resources necessary for the project.
11. Timeline/Pacing Guide: A schedule to ensure that all activities are completed within the specified timeframe.
12. Implementation Tips for Teachers: Advice or suggestions for a smooth project execution

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This allows AI to partner with teachers, matching projects to students and curriculum. If the idea doesn’t fit, you can always request another.

The prompts allow AI to partner with teachers, matching projects to students and curriculum. If an idea doesn’t fit, teachers can always request another.

If a project is a good fit, teachers can ask follow-up questions to get more detailed advice, especially if running PBL for the first time.

Here is a detailed example output from ChatGPT using the prompt:

Teacher input:

Year Group: Year 7

Subject/Topic: Ecology

Learning Objectives:

1. Understand the concept of food chains and food webs.
2. Identify the roles of producers, consumers, and decomposers.
3. Analyse the impact of changes in one part of a food chain on the entire system.

Timeline/number of lessons: 5 lessons

Specific Context or Specific Real-World Connection or Problem: Overfishing and its impact on marine food webs.

Materials Available: Internet access, poster paper, colored pencils, library access for research, digital presentation tools.

AI Generated project:

Driving Question: How does overfishing impact the balance of marine food chains and what can be done to mitigate its effects?

Overview: Students will explore the intricacies of marine food chains, delving into the roles and relationships of its various members. They’ll then investigate the real-world issue of overfishing, examining how it disrupts these chains, and brainstorm sustainable solutions.

Real-World Connections/Problems: Overfishing is a global issue that threatens marine ecosystems, economies, and food security. By studying its impact on marine food chains, students will grasp the interconnectedness of our world and the role humans play in preserving it.

Step-by-Step Activities:

1. Introduction to food chains and food webs using video and discussion.
2. Students draw their own simple food chains and present to the class.
3. Investigation into the roles of producers, consumers, and decomposers.
4. Group research project on overfishing: causes, effects, and potential solutions.
5. Design a campaign or presentation to raise awareness about overfishing and propose solutions.

Team Roles/Collaboration Opportunities:

1. Researcher: Gathers relevant information.
2. Illustrator: Creates diagrams or visual aids.
3. Presenter: Leads the group presentation.
4. Writer: Documents findings and drafts presentations.

Differentiation Strategies:

1. Provide simplified resources for students who struggle with reading comprehension.
2. Offer extension activities, such as delving deeper into sustainable fishing practices, for advanced learners.
3. Encourage peer tutoring.

Assessment:

Formative Assessments:

• Quiz on food chain basics after the first lesson.
• Group discussions on initial findings about overfishing.

Summative Assessments:

• Group presentation on overfishing’s impact on marine food chains and potential solutions.
• Individual reflective essay on what they learned and how they might act on this knowledge.

Student Self-Reflection Questions:

1. How has your understanding of marine food chains changed?
2. What do you see as the most significant impact of overfishing?
3. How can individuals contribute to solving the overfishing problem?

Rubrics/Evaluation Criteria: Criteria include understanding of food chain concepts, quality of research, effectiveness of the presentation, and depth of reflection in the essay. A linkage to the overarching question about overfishing’s impact is essential for higher grades.

Materials Required: Internet access, library resources, poster paper, colored pencils, video resources on food chains and overfishing, digital presentation tools.

Timeline/Pacing Guide:

1. Lessons 1-2: Introduction to food chains and food webs.
2. Lessons 3: Deep dive into overfishing.
3. Lessons 4-5: Group project and presentations.

Implementation Tips for Teachers:

1. Ensure students understand the basic concepts before diving into the complex issue of overfishing.
2. Encourage students to think critically and empathetically.
3. Provide ample time for group discussions and brainstorming.

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Some More Sample Outputs

I ran the prompt a few more times, asking either Claude or Chat GPT to complete the teacher input and there were some really nice ideas:

Year 7 Science

Driving Question: How does overfishing impact marine food chains and what solutions can help?

Overview: Students explore marine food chains and the real-world issue of overfishing. Includes research, presentations, discussions, and reflection.

Year 8 History

Driving Question: How did technological innovations impact World War II?

Overview: Students create a podcast exploring how technology shaped key events in WWII.

Year 9 Math

Driving Question: How can we use statistics to better understand our school?

Overview: Students conduct statistical surveys and analyses to gain insights about their school community.

The prompts allow for projects tied directly to your curriculum and students.

Follow-on Prompt: Creating the Rubric

I then experimented with a second prompt for the assessment rubric. Getting the feel of the language of the rubric was key. This took a few refinements, I am not 100% happy with the phrase “academic level”, but it did give the best results. Some of the earlier versions with out this wording used very informal language. I am happy for feedback and advice on this one!

Rubric Prompt:

Let’s create a rubric to assess student work.

Include the criteria is based on the project components we developed earlier. The rubric language should be clear and at the academic level of students age in the year group specified.

Ask me what the performance levels should be for the rubric.

Ask me how the rubric needs to be formatted before you start.

Take the criteria already developed and create a customised rubric with the performance levels I have specified. They should always start with the lowest grade criteria on the left.

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This is a sample of a rubric produced by the prompt, not all the criteria are shown in this screen shot:

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Used together, these two prompts support you through the full project-based learning process – from coming up with ideas, to planning the project, to assessing the students’ work.

Hopefully these prompts that make it simple for teachers to use more project-based approaches next academic year.

This prompt is a work in progress and will be put through its paces when we return to school, but I think the results from my dry runs are promising.

Any feedback or advice would be appreciated, as always!