Common Project-Based Learning Challenges and Troubleshooting Tips

I have received comments lately from other parents and educators that follow Experiential Learning Depot, that I appear so collected and have everything together all of the time. I assure you that I'm not, and I don't, especially when it comes to my own children. Kids will always throw us curve balls. They're wired to do so!

The same goes for my students. My educational approach is experiential education, thus, child-led learning. I blog about project-based learning more than any other experiential learning activity because it is where I have the most experience and I've seen powerful outcomes. But it's not perfect. That is the reality. As with any pedagogy, there will be snags at times, mishaps, challenges, and disappointments, but I try to look at those setbacks as opportunities - for students AND educators - in disguise. What feels like defeat just may be an opportunity for learning and growth. 

For those of you that are transitioning to project-based learning either on your own or with my Project-Based Learning Bundle and Implementation Guide, you have likely come across some pitfalls. I've listed some challenges below that come up the most often in my learning environment, and I hope to shed some light on the "why" and "what to do". 

Common Project-Based Learning Challenges and Troubleshooting Tips

1. Apathy

The Challenge:
Student-directed learning activities give students choice in process and outcome. When it comes to student-directed PBL the hope is that students choose to do projects on topics of interest. That becomes challenging when students tell you that they don't have any interests. This problem comes up often, and it is truly painful at times for everyone involved, including the student. Don't take it personally and don't give up! There is hope!

Tips:
Everyone has interests. If you have a student saying they don't have any, start digging around for the source of this declaration. If the student is new, they might not feel comfortable with you yet. Other students might have interests but don't have the skills to identify them (yet). Others may bring personal struggles through the door. Before labeling your students as apathetic, first try to understand the source of their disinterest. Sit down and talk to them. Learn about them. Relationship-building is the key to this problem. By knowing each student on a personal level you can help them figure out the struggle, set personal goals, AND identify their interests and skills for potential projects. 

Resources:

• Interest Survey - Give this FREE survey to students struggling to come up with project topic. Meet one-on-one to discuss their answers.
• PBL Topic Brainstorming Activities - The purpose of this topic brainstorming activity is to expose learners to topics they may not yet be aware of.  Also FREE.
• Vice News Episodes and Extension Activities - Vice News airs weekly, covering a variety current and relevant topics. I show my PBL students a new episode every Monday to stir up project ideas going into the new week. 

2.  Low Productivity

The Challenge:
This is one of the most common problems with anything that is student-directed. You are giving them choice and freedom, which is wonderful in so many ways. Having choice and autonomy is empowering, but students may not know what to do with this freedom, especially if they are new to student-directed PBL. They often, then, choose not to do anything with it. 

Tips:
This is another challenge that can be largely resolved with relationship-building. Learn what drives and motivates them and what does not. Students new to PBL may be unproductive because they simply do not know what to do. Student-directed project-based learning is child-led, yes, but it's also structured. Your job is to provide them with the tools to direct the experience. Give them the appropriate templates, implement consistent checkpoints, and provide feedback often. Another student might have all of the tools and experience, and still be unproductive. Do some observing and digging. Are they easily distracted? Are they overwhelmed with tasks? Are they exhausted? Work with students one-on-one to determine the source of low-productivity. Once the source has been identified, tweak expectations and/or help students create relevant and attainable goals.

Resources:

• PBL Toolkit - Again, self-directed PBL can be overwhelming without direction. This tool kit provides all of the templates and guiding materials needed for ANY project topic. 
• Student-Generated PBL Rubric - I highly recommend asking learners to create their own project rubrics. This makes students accountability and helps them see the consequences of their choices. If one of their struggles is lack of productivity, they might add that as a rubric category.
• PBL Task Cards - This resource is a stack of cards that can be laminated and hung on a ring somewhere in the room for students to access when they're having trouble coming up with innovative final product ideas. 

3. Poor Quality Projects 

The Challenge:
Pretty simple. Students produce projects that are well below their capabilities. There are many problems with that and if you recognize it as a pattern in a student or two, nip it in the bud quickly. 

Tips:
I wrote an entire blog post a while ago about how to boost PBL project quality, so I won't get into too much here. Check out the link for specific tips and tricks. But generally, if students are producing poor quality work, the root of the problem is likely you. It took me years to understand this, and my students still test my boundaries and expectations. As my post emphasizes, establishing a culture of quality work from the start is critical, and that is on you.

Resources: 

• Rubric Bundle - A clear understanding of expectations is essential. This PBL rubric bundle includes a generic rubric for any PBL project and a template for student-generated rubrics to help define a standard of quality.

4. Burning Bridges

The Challenge:
Project-based learning is different than a standard project for several reasons, one of which is the use of community experts. Students rely on the community as a critical source of information. Occasionally a student doesn't show up for a meeting with a community expert that you organized. Regardless of the reason, it reflects poorly on you and bridges are burned.

Tips:
The solution? Don't stop trying. It can be frustrating, but guiding meaningful connections between students and community members is part of your job as a facilitator. You can also ask that the student deliver an apology letter and write a personal reflection, depending on the situation. Help the child empathize. You can also ask that the student arrange their own community experts for a while. Let them take ownership.

Resources:

• Community Expert Planner - This FREE resource helps students identify and connect with quality community experts on their own. It is a simple tool to organize community relationships.

5. Shortage of Willing Community Participants

The Challenge:
Cooperation between students and community members is not always seamless and is not entirely on the shoulders of the students. Occasionally, students or myself will get rejected by a community expert when asked to get involved in a student's project. One of my favorite local artists flat out said "I don't work with teeangers."

Tips:
At first I was furious with this artist, feeling very defensive of my students. Everyone has a right to their opinion, however, and in some situations, all you can really do is move on. You might also consider pushing a little more by tactfully helping them see that children bring something to the table. Organize collaborations with community members that are mutually beneficial. Give AND take is essential for building strong community connections. 

Resources:

• Collaboration Blog Post - I wrote this post a couple of weeks ago. It might help guide you through this frustrating challenge, especially when proposing a relationship to a community member. Sometimes they need to be convinced, and that's okay. Have an arsenal of go-to persuasive statements. 
• Community PBL Bundle - All PBL projects require interacting with a community expert to some capacity, but the projects in this bundle are dependent on community relationships. Help learners practice these skills with community-specific projects. 

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6. Incomplete Projects

The Challenge:
Projects fizzle out. Students start a project, work diligently on it for all of one day, and never return to it again. Pretty straight-forward.  

Tips:
You may have noticed a theme throughout this post; student-directed project-based learning is not a one-size-fits-all model. One student may ditch a project for an entirely different reason than another student. Handle the issue on an individual basis. Observe their behaviors and ask yourself if lack of project completion is a pattern for the student or an isolated incident.  If it's a pattern than they may be struggling with organization, get easily distracted, lose interest easily, or lack specific skills that would normally promote follow-through. Sit down with these students and talk one-on-one. Identify potential sources of the problem and write goals together. Organize regular check-ins and offer consistent feedback.

If a student ditching a project is an isolated incident, however, you might just give them a pass. But you should still sit down and go through the details to understand their motivation. Keep an eye out to ensure that bouncing between 5 projects at a time and not finishing any of them doesn't become the norm. Communication between you and your students is key.

Resources:

• 21st-Century Skills Portfolio - As I said earlier, trouble with follow-through may stem from lack of skills. Help students build those skills with this resource. 
• Tool Kits - Again, students may be lacking oversight or simply do not know what to do next. Provide the tools that they need to get through a project seamlessly and independently from start to finish. Check out Experiential Learning Depot on TpT for self-directed project-based, problem-based, scientific inquiry, and maker project tool kits. 

Let’s recap. Yes, PBL is challenging to implement at times, especially if you are a beginner. Even seasoned project-based educators make mistakes. We reflect, grow, and learn just as we ask our students to. The key to troubleshooting is relationship-building. Learn what drives and motivates your students. You'll figure it out together.