Grouping Students

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How groups are determined can influence the success of the project. There are a number of different ways to group and then manage the groups. Grouping can be done in a number of ways. Google forms allow a series of questions that can be filtered to group students. This also allows some input from the teacher to ensure that the groups will work.

There are a variety of activities and tools that can be used to monitor group performance. If used effectively these tools are able to monitor and define group roles and progress. As teachers in the PBL world we need to develop our range of tools instead of relying on the ones we are more comfortable with.

Time is also a factor in trying to use these tools. Do we embed them in our programs? Are they explicitly taught to students? How and when do we use them?


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The Brain

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David Sousa provides a great deal of information on how the brain works and children learn. His blog has a great deal of information, especially for teaching maths.

David Sousa Blog

I attended a conference where he was a speaker. His presentation included information how how students retain knowledge and what can hinder taking in new content. Worth having a look.


This is a new experience being part of a small group of professionals in different KLA areas coming together to discuss professional practice. It is a great opportunity to stop and reflect, and for me to learn more about the PBL process.

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Learning from more experienced PBL staff is a great opportunity. Having the time set aside for this important professional development will make the transition from a standard classroom to a PBL learning environment easier.


I am coming from a Google classroom environment to a new system. I used this resource to make the most out of Classroom and some of it will be relevant to PBL.

Alice Keeler gives a lot of tips and ideas as well as sharing other Blogs and resources.



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Completing a learning module on benchmarks in the PBL gave me more insight and clarity to the role of benchmarks in the project. The value of these to the final outcome means that the benchmarks must be clear and well set out. They also need to be checked.

Benchmarks add a purpose and guide to the Project and make the task manageable and attainable. Students are then able to set mini goals as they work towards their final project.I like the idea of having some form of visual guide as to how students are progressing.


Benchmarks will be something I will need to learn to set as part of a project. The relevance and priority of different tasks need to be planned and organised in a way that will allow students to complete the project.

As part of my teaching I have asked students to set goals as part of their learning process. Goal setting and reflection is an integral part of learning. Benchmarks would now be part of the goal setting process. Knowing what they need to do and when they need to complete it by gives students clear directions and the ability to plan their time.


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Being new to the PBL learning environment and in the middle of a project, grouping has already been done. I can see that grouping is very important and good grouping can make or break a project. As I don’t know the students this will be a challenge for the next project and something I will need to discuss with the other teacher.

Edutopia has some ideas on how to manage groups.

Manage groupings

New to PBL

As a new member to the PBL world, coming in during the middle of a project, it has been a fast learning curve. The idea is not new to me and setting a project is something I have instigated at my previous school. Here it is at a new level. The integration and timetabling is what I am trying to figure out as we go. I have seen the students working on their projects and problem solving. The culture of learning plays an important part in the process. This will be exciting as I continue to learn about PBL and integration.

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