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Experiential learning resources for the innovative educator
I have been a high school experiential educator for over a decade, and my dominant approach has been self-directed project-based learning. Students design and execute their projects from start to finish with my guidance. But it's not perfect. That is the reality.
Like any learning approach, PBL comes with its challenges. But with the right strategies, you can greatly minimize them.
Key Takeaways:
This post:
The project-based learning that I discuss in this post is student-led, meaning students design and lead their own PBLs. So, while these are common PBL challenges in general, many of the challenges are associated with the student-led aspect of the experience.
I didn't choose student-led project-based learning when I first started teaching. In fact, I didn't even know what it was. But the school where I taught insisted on it, and for good reason. PBL is a deep and powerful learning tool, especially when self-directed.
But it isn't perfect. As with any learning approach, there will be snags at times, mishaps, challenges, and disappointments, but I try to look at those setbacks as opportunities for students AND educators. What feels like defeat just may be an opportunity for learning and growth. For those of you who are project-based educators or are trying to transition to project-based learning, you have likely come across some pitfalls. I've listed some challenges below that come up the most often in my classroom and ways to overcome them. 
7 Common Project-Based Learning Challenges and How to Overcome Them
1. Apathy
The Challenge:
With self-directed PBL, students design projects around their interests. Interest-based learning can be powerful, but it can become difficult when students tell you that they don't have any interests. This problem comes up often and is painful for everyone involved, including the students. Don't take it personally and don't give up! Tips: Everyone has interests. If you have a student saying they don't have any, start digging around for the source of this statement. A student might have interests, but not the skills to identify them (yet). Or maybe they simply aren't comfortable with you yet. Sit down and talk to them. Learn about them. Relationship-building and offering them the right tools are key. By getting to know each student, you can help them figure out the struggle, set personal goals, AND identify their interests and skills for potential projects. Resource Suggestions: 
2. Low Productivity
The Challenge:
Low productivity is one of the most common problems with anything that is student-centered. You are giving learners 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-led PBL. They often, then, choose not to do anything with it. Tips: Your job as teacher, facilitator, coach, and mentor is to provide students with the tools to direct the experience. Give them the appropriate guiding materials, implement consistent checkpoints, and provide feedback often. Be organized yourself! A student might have all of the tools and experience, and still be unproductive. Work with students one-on-one to determine the source of low productivity. Once the source has been identified, tweak expectations and goals. Resource Suggestion:
3. Poor Quality
The Challenge:
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 that too much here. Check out the link for specific tips and tricks. But generally, if students are producing low-quality work, the root of the problem is likely the expectations that have been set. As my post emphasizes, establishing a culture of quality work from the start is the ticket. Suggested Resource:
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 follow through with a scheduled meeting with a community expert. Regardless of the reason, bridges are burned, and that is painful. Tips: The solution? Don't stop trying. It can be frustrating, but guiding meaningful connections between students and community members is a part of your job as a facilitator. You can also ask that the students deliver an apology letter and write a personal reflection on the matter, depending on the situation. Help the student empathize and take responsibility. Suggested Resources:
5. Shortage of Willing Community Participants
The Challenge:
Cooperation and collaboration between students and community members are not always seamless and are not entirely on the shoulders of the students. Occasionally, students or I 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 teenagers." Again, painful, frustrating, and disappointing. Tips: All you can really do is move on. You might also consider pushing a little harder by tactfully helping the community member or organization see what the student(s) will bring to the table. Try to organize collaborations and partnerships that are mutually beneficial. Help community members see what's in it for them. Suggested Resource:
6. Incomplete Projects
The Challenge:
Projects fizzle out. Students start a project-based learning experience, work diligently on it for a day or two, and then never return to it again. How much, if at all, do you let them do this? 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 PBL for an entirely different reason than another student. Handle the issue on an individual basis. If you're noticing project incompletion is a pattern for a specific student, they may be struggling with organization. If they're struggling with organization, coach them on how to incorporate checklists, calendars, reflection journals, and more. Another student who isn't completing PBLs might be getting distracted or losing interest in the topic. Consider working with students to adjust the scope or direction of the PBL without scrapping it entirely, adding a more creative element, or changing the environment where they're not as easily distracted. Students who aren't completing PBLs might even lack specific skills that would normally promote follow-through, such as time and task management skills. Students often get discouraged when they hit obstacles, which is the most common reason my students leave projects unfinished. A rejected partnership request, trouble finding needed information, or a final product that’s not coming together can all feel like “failures.” Remind learners that setbacks are a normal part of life, and that the real learning happens in working through challenges, not walking away. It’s difficult to pinpoint a single reason a student might not finish a PBL, as there are many possible factors. That's why communication between you and your students is key. Regardless of the specific reason students aren’t completing PBLs, over time, clear norms and expectations create a culture where completing projects becomes second nature. It simply becomes a normal part of academic life. Suggested Resource:
7. Lack of Independence
The Challenge:
Lack of independence is an overarching challenge that encompasses every other frustration that I've already mentioned in this post. Apathy, low productivity, poor quality projects, incomplete projects, etc., all stem from the struggle with or desire to independently produce quality and meaningful work. Tips: So let's get to the core of this issue. "Why aren't my students more independent?" The first place to start is acknowledging that your students may lack the skills necessary to independently manage and produce great PBLs. They're young and may not have had opportunities to design and lead their own learning experiences. Therefore, if they are not trained in student-led project-based learning, they simply are not going to know what to do, which tends to lead to apathy and low productivity. Make PBL culture-building and training a priority. Diving right into student-led PBL might work for some, but it will definitely not work for others. If you notice some students struggling with independence, take a step away from self-directed PBLs and insert some training exercises or scaffolding. One option is to start with teacher-directed project-based learning so that they can get a handle on PBL components and the steps involved in project-based learning first. Then give them PBLs that offer opportunities for choice. When you feel they have developed the skills to independently direct and manage their own PBLs, you can try launching student-led project-based learning again. Suggested Resource: 
Let’s recap. Yes, self-directed PBL is challenging to implement at times, especially if you and/or your students are beginners. Even seasoned project-based educators make mistakes.
We reflect, grow, and learn just as we ask of our students. The key to troubleshooting is relationship-building. Learn what drives and motivates your students. You'll figure it out together. Even after nearly two decades of teaching project-based learning, both teacher-led and student-led, I still face challenges from time to time. But I’m still here, shouting about PBL from the rooftops because it’s that impactful. Don’t give up on it just because you hit a roadblock. All learning experiences have them, but not all have the power to truly transform students’ lives the way PBL does. I’m here to help you navigate those occasional PBL roadblocks. Inside PBL Teacher Academy, my all-in-one hub for student-led project-based learning, you’ll find the tools, materials, and strategies you need to dive into PBL with fewer lows, more highs, and a lot more confidence. Learn more here, and reach out with questions about the course anytime! PBL Online Courses: Relevant Blog Posts:
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2 Comments
11/10/2022 10:17:48 am
I like what you said about culture building. That is probably right considering kids dread school depending on the culture. I'll have to consider getting my kid into a school that has a culture of honesty and learning. Your comment will be posted after it is approved.
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Blog IntentTo provide innovative educational resources for educators, parents, and students, that go beyond lecture and worksheets. AuthorSara Segar, experiential life-science educator and advisor, curriculum writer, and mother of two. 
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