Q: I teach 7th grade US history in a 6-12 independent school. I’m the only teacher for my grade level and subject. I try to take advantage of a lot of resources on campus (library, makerspace, etc.). I also try to collaborate with other teachers, but there’s not much of a culture of collaboration in my division. I am working on doing more with upper school teachers, but the divisions are very separate. Politically, my students are a mix, but I’ve had no issues teaching in a progressive way (no traditional tests, don’t use points in grading, etc.). How can I make my projects more authentic? My project-based learning (PBL) units aren’t PBL because I struggle with authentic audience/action pieces.
Signed, middle school educator who wants to make learning relevant for students.
A: First, thank you for creating a learning environment where students get authentic inquiry that allows them to dig deeper. Early in my career, when I first started making this shift, I realized that my projects also weren’t reaching the mark. One of my first challenges was that I was using project-based learning more as project-based assessment in lieu of summative exams. It took me time to realize that real PBL is all about allowing students to engage with real inquiry to solve a problem or learn more about a topic.
For those of you who don’t know, PBL is a dynamic classroom approach that encourages students to learn by engaging in real-world projects. This method cultivates critical thinking and problem-solving skills for middle schoolers and fosters a sense of ownership and relevance in their education. However, to truly harness the power of PBL, it’s essential to ensure that projects feel authentic and meaningful to students. Here are some strategies to enhance the authenticity of project-based learning in middle school.
Connect projects to real-world issues
One of the most effective ways to make projects more authentic is to tie them to real-world issues that resonate with students. Encourage them to explore local community challenges, global concerns, or even personal interests. For instance, students could investigate environmental issues in their area, such as pollution or conservation efforts. By framing projects around these topics, students can see the direct impact of their work and understand its relevance beyond the classroom. If you’re interested in seeing interdisciplinary projects with real impact, you can check out PBLWorks, an organization that has made PBL a real science.
Involve community partners
Engaging with community members and organizations can significantly enhance the authenticity of PBL. Invite local experts, businesses, or nonprofits to collaborate with students on their projects. This could involve guest speakers, mentorship opportunities, or even partnerships for project implementation. For example, if students are working on a project about healthy eating, they could partner with local farmers or nutritionists. This enriches the learning experience and helps students build connections and networks within their community. This is a mutually rewarding and beneficial process as the organization will have the opportunity to share what they do with students and the students will be exposed to how the organization impacts the community and beyond. It will also help students learn valuable communication and synthesis skills as communicating with folks in the “real world” will help them connect their learning to tangible experiences.
Encourage student voice and choice
Empowering students to have a say in their projects can greatly increase their investment and enthusiasm. Allow them to choose topics that interest them or select from a range of project formats, such as presentations, videos, or community events. When students feel that their opinions matter, they are more likely to engage deeply and take ownership of their learning. Consider implementing a “project proposal” phase where students pitch their ideas and receive feedback from peers and teachers. It is easy enough to build choice into the project at each phase while still meeting the necessary objectives and the variety in class will be more engaging for you and the students. It will also offer the opportunity for student experts to share what they have learned.
Incorporate technology meaningfully
Technology can play a crucial role in making PBL more authentic in today’s digital age. Encourage students to research, collaborate, and present their projects using various tools and platforms. For instance, they could create websites, blogs, or social media campaigns to share their findings with a broader audience. Utilizing technology enhances the learning experience and prepares students for future endeavors in a tech-driven world. In my journalism classes, students used social media to crowdsource information, get balanced quotes or get folks to interview that could provide more depth to their pieces. Teaching the students to use technology purposefully will help them be critical consumers of what they find online.
Foster reflection and iteration
Authentic learning involves a process of reflection and improvement. Encourage students to regularly assess their progress, identify challenges, and brainstorm solutions. Implementing a structured reflection process can help students understand their learning journey and the impact of their work. This could be through journals, peer feedback sessions, or group discussions. One class used to set weekly goals at the beginning of the week and an action plan, which they reflected at the end of each class and then submitted their work logs as a part of their evidence at the end of each week. This allowed the learning to be extremely personalized and created a routine for students to follow. By fostering a culture of iteration, students learn that mistakes are part of the learning process and can lead to greater innovation.
Showcase student work
Creating opportunities for students to showcase their work can enhance the authenticity of PBL. Organize exhibitions, presentations, or community events where students can share their projects with peers, parents, and community members. If timing is an issue, you can invite viewers in on a live stream or record the exhibitions to be shared later with a larger audience. This not only validates their hard work but also allows them to practice important communication skills. Knowing that their work will be shared with an audience can motivate students to put forth their best effort.
Align projects with standards (a reminder)
While it’s crucial to focus on authenticity, ensuring that projects align with educational standards and learning objectives is equally important. Clearly outline the skills and knowledge students are expected to gain through their projects. This alignment not only helps maintain academic rigor but also provides a structured framework for assessment. By integrating standards into meaningful projects, students can see the connection between their learning and the broader educational goals and we can’t forget that clarity is king! When we are aligned with expectations, students are more clear about what and why they are learning different topics and that is essential for their buy-in.
Encourage collaboration
Collaboration is a cornerstone of project-based learning. Encourage students to work in teams, allowing them to share ideas, divide tasks, and learn from each other. Group work can simulate real-world scenarios where teamwork is essential. Teach students how to communicate effectively, resolve conflicts, and leverage each other’s strengths. This collaborative spirit enhances the authenticity of their projects and prepares them for future collaborative environments. I could probably write a whole piece just on how to foster collaboration in middle school but remember that having structures in place will greatly increase the students’ ability to work together well—they must know their role and how to execute it as well as how they will be assessed for their parts.
Making project-based learning authentic for middle school students requires a multifaceted approach that entails careful planning and consideration. Although it sounds like PBL could be too much work, you won’t be sorry you tried. Students really do engage more in these authentic learning experiences and the real-world practice and connection nurtures depth of understanding in a way no worksheet or test ever can.
Have a question that you’d like Career Confidential to answer? Email ssackstein@educatorsrising.org. All names and schools will remain confidential. No identifying information will be included in the published questions and answers.
ABOUT THE AUTHOR
Starr Sackstein
Starr Sackstein is the Massachusetts state coordinator for PDK’s Educators Rising program, COO of Mastery Portfolio, an education consultant, instructional coach, and author. She was a high school English and journalism teacher and school district curriculum leader. She is the author of more than 15 educational books, including Hacking Assessment (Times 10, 2015), Making an Impact Outside of the Classroom (Routledge, 2024), and Actionable Assessment (Routledge, 2026).
Visit their website at: https://www.mssackstein.com/
