What past participants have to say…

  • This training has been extremely meaningful and relevant. The processes and structures of PBL were not only discussed in the content but also modeled in the implementation of the workshop itself. I appreciated the amount of intentionality and depth that has gone into the creation of this workshop and also in the opportunities for teacher learning, reflection and feedback. I have a deep sense of gratitude for being able to be part of this training and I feel better prepared to implement PBL across the school and in the classroom. - Maya S.,

    —Maya S., STEAM Lead Teacher, grades PreK - 2nd

  • This was an awesome workshop and incredibly useful for a school that is wanting to integrate PBL in their instruction. Thank you so much for everything! What you taught us will carry along in our teaching forever and continue to make us better teachers.

    —Teacher

  • Listening to Sara throughout the training and reading the book really helped me to change my thinking about PBL. I always thought planning a large project like this would be so much work and very time consuming. But I have learned that it's a lot less than I thought and there are so many benefits to the projects.

    —Transitional Kindergarten Teacher

  • I am so excited to embed and model PBL as a teaching strategy in my undergraduate ECE methods course. I know this will be both meaningful and valuable as these students learn about PBL methods themselves and then apply their new learning in their practicum classrooms, who are also utilizing PBL! So many opportunities for valuable models and connections. Sara was absolutely fantastic and went above and beyond to facilitate meaningful engagement and challenge new ways we could enhance existing practices within our classrooms.

    — Allison Wilson, Associate Professor of Early Childhood Education

  • Having a conversation about what PBL planning and prep really looks like in action and addressing some of the misconceptions that we had was extremely helpful. Additionally having a planning outline was extremely important to thoughtfully think and plan out what this will look like in my individual classroom.

    -Teacher

  • I deepened my knowledge of project based learning tremendously during this workshop. I am excited to implement PBL as a whole on this new level of understanding because I feel so much stronger about it.

    —Kennedy S., Kindergarten Teacher

  • I would like to let Sara know she did a great job holding space for all the teachers' discovery of PBL! She truly practices what she preaches. Thank you for all your help!

    —Preschool Teacher

  • I learned that by using PBL, I can attain all the DRDPs needed for assessments and make the learning guided by the children so they are more engaged. The SEL aspect is so wonderful in the examples given in the workshop. I'm very excited to start a project. I do believe we can use this as curriculum by planning 3 or 4 projects a year.

    —Dawn S. PreK

  • I have heard of PBL before and loved the idea of a student created project, however I always envisioned PBL being used in higher grade levels. When Kindergarteners enter school in the Fall, they are very young and very inexperienced students. The thought of starting a community class project that includes student driven ideas and possible partner or group work is a very overwhelming task with their current skill set. Once attending the PBL training and reading this book, my thoughts began to shift. After listening and reading about PBL in a TK classroom, I was excited to learn that it could be done. I am also so happy I attended the PBL training in March. If I didn’t see and hear about the process in person, I don’t think I would be confident enough to take what I have learned from the book and start the planning process.

    —PreK Teacher

  • After reading this book and attending the PBL training, I quickly learned that research projects and PBL projects are very different. I was happy to learn that PBL is a student led and learner-centered project. Students get to have a lot more say and take ownership in the process of creating classroom community project. I have always wanted to bring project-based learning into my classroom but have never figured out the best way to integrate an effective project into our classroom environment and yearly curriculum. I love the idea of student collaboration and allowing time to explore the students’ thinking in a deeper and more meaningful way. By taking the time to start the planning process for my Earthquake project and gather more information about PBL in early childhood settings, gives me hope that I will at least have the confidence to start the process. The kids will be the ones to encourage me to keep going.

    —Transitional Kindergarten Teacher

  • I've learned many things during the workshop but specifically the importance of student choice, asking questions, and how to be the facilitator that helps the students construct their own knowledge!

    Michelle A., PreK Teacher

  • Learning about teaching kids how to give and receive feedback was mind-blowing! We teach them everything else, why had I not considered this before?

    —Jessi W. PreK/TK Coach

  • The best workshop I've attended all year. Thank you.

    —Teacher