Rethinking Learning in a Changing World

Every educator has their own approach to teaching, shaped by experience, student needs, and the realities of their classroom, and because of that I would never tell someone “This is how you should do it.” There’s no single “right way” to teach, but according to the EdWeek article, Reading Scores Fall to New Low on NAEP, Fueled by Declines for Struggling Students, reading scores are declining and math scores are stagnant. In a time when students struggle with retention and AI makes traditional assignments easier to bypass, many teachers need to and are looking for something different.

For some, that “different” is Project-Based Learning (PBL). This isn’t because PBL is the newest educational fad to cross our desks, but because it truly shifts the focus from passive learning to active engagement, problem-solving, and real meaningful application. If you’re curious about PBL but unsure how it fits into your classroom, this article isn’t here to tell you what to do. Instead, consider this an invitation to explore how PBL can be shaped to fit your teaching style, your subject, and your students.

What’s Not Working?

Traditional teaching methods, such as direct instruction, worksheets/handouts, and tests, work for some students. But for many, the learning doesn’t stick.

• Retention is low. Students cram for a test, then forget the material weeks later.
• Engagement is declining. Many students don’t see how the content applies to their lives.
• AI has changed the game. With tools like ChatGPT, students can generate essays or solve problems in seconds, often bypassing the thinking process.

These challenges aren’t new, but they feel more pressing than ever. PBL offers one way to respond.

Why Some Educators Turn to PBL

1. AI Can’t Do the Work for Them—But It Can Help

It’s easy to ask AI to write an essay, but a well-designed project is too complex for AI to complete on its own. PBL is not a “One click and done” pedagogy.

Projects require:

• Inquiry & Research – Students gather and evaluate real-world information.
• Creative Development – They create, design, or build something meaningful.
• Revisions & Feedback – They improve their work through multiple iterations.
• Presentation & Reflection – They share their work with an audience and reflect on their learning.

AI can enhance parts of the process such as helping with brainstorming, organizing research, or providing instant feedback, but it cannot replace the human elements of PBL. Learning happens in the process, the revisions, and the conversations students have with their peers, teachers, and audience.

Platforms like SchoolAI are designed for student use because it guides critical thinking rather than providing direct answers. When my students first engaged with a SchoolAI chatbot, they interacted with it for 20 minutes straight. When I asked them why, they said that the chatbot kept asking them questions. Tools like NotebookLM and Brisk can help students manage research and refine ideas without bypassing deep thinking.

2. PBL Builds Retention Through Doing

Students remember what they actively engage with. I had a student that combined her passion for Marvel with European Exploration of the Americas. She transformed each of the European Explorers into Marvel characters who shared similar story arcs. Years later, I told her that I have her project proudly displayed in my room. She lit up and said, “I totally remember that project!” And she went on to tell me a significant amount of detail from that unit. Students will remember those experiences far longer than a worksheet or singular activity on European exploration.

When students apply what they learn through projects, they make connections that stick. Instead of just memorizing content, they use it in a meaningful way.

3. Passion Drives Learning

When students have the chance to incorporate their interests into projects, the material becomes personal. A history lesson isn’t just about dates and dead people. It’s about how the past impacts and shapes the things they care about today. A project isn’t just about an impact on THE world, rather it is about impacting THEIR world. 

PBL doesn’t remove structure from lessons or the curriculum. It’s about allowing students to take ownership of the process and how they engage with it while still meeting learning goals.

Overcoming Common PBL Challenges

Many teachers like the idea of PBL but hesitate because of real concerns such as time, structure, standards, and assessment. Again, this isn’t about telling you how to run your classroom, rather offering suggestions that you can tweak to navigate obstacles you may be facing:

1. “I Don’t Have Enough Time”

Solution: PBL doesn’t have to replace everything you do. Start small.

• Try a one-week project instead of a semester-long one.
• Use a structured approach such as Research, Design, Learn, and Apply to keep things efficient.
• Integrate PBL into existing units rather than treating it as an add-on.

2. “It Lacks Structure”

Solution: PBL is structured; it just looks different than traditional instruction.

• Use checkpoints and deadlines to keep students on track.
• Incorporate mini-lessons to teach key concepts along the way.
• Provide scaffolding: students don’t have to figure everything out on their own.

3. “I Have to Cover Standards”

Solution: PBL aligns with standards (my entire curriculum is standards-driven). You just have to map it out.

• Start with learning objectives, then build the project around them.
• Use standards to develop Essential Questions (Big how or why types of questions)
• Many PBL projects naturally cover multiple standards at once, making learning more efficient.
• Have students explain their learning. This can be done through reflections, presentations, or discussions that explicitly tie back to standards.

4. “How Do I Assess PBL?”

Assessments don’t have to be complicated. Whether you use traditional grading or standards-based grading, you can make PBL work:

• For traditional grading: Break the project into smaller graded components (research, prototype, collaboration, presentation, reflection).
• For standards-based grading: Assess based on skills and learning outcomes rather than completion. I would actually encourage you not to grade projects because it is not the learning (sometimes students’ projects get destroyed at home, on the bus, or by another student).
• Use narrative rubrics to assess critical thinking, creativity, and problem-solving in the moment, not just the final product.

Moving Forward, Your Way

PBL isn’t about abandoning what works. It’s about recognizing that students need more than passive learning to thrive.

If you’re feeling stuck in a cycle of low engagement, declining retention, and AI-driven shortcuts, PBL offers a path forward. Not a perfect solution, but a flexible approach that allows students to think critically, create, and connect their learning to the real world.

You don’t have to change everything overnight. Start small. Experiment. Adapt. Find what works for you and your students.

Because in the end, it’s not about doing PBL the “right way.” It’s about finding a way that makes learning meaningful, lasting, and real.