PBL Collaboration Time, 2 Ways School Leaders Can Help

Everyone knows that meaningful PBL collaboration is crucial for successful project-based learning. Yet, teachers often struggle to find the time to engage in deep discussions and planning. While PBL can be time-consuming, the benefits of collaborative planning far outweigh the costs. So, how can school leaders create the conditions for teachers to prioritize PBL collaboration amidst their busy schedules?

Also Read: Exploring the Benefits of Project-Based Learning >

Collaboration is a cornerstone of high-quality project-based learning (PBL), and the ability to work effectively as part of a team is often cited as crucial for future success.

Time, The Root Problem with Collaboration

However, dedicating time to new initiatives must be approached with care, as professional development days are limited and often spread thin. For PBL to thrive and become a self-sustaining part of your school’s instructional culture, teachers need time to support each other and exchange ideas to enhance their practice.

That said, finding time for genuine collaboration between teachers can be challenging. When I work with groups of teachers and ask about the biggest barrier to PBL implementation, the most common response by far is, “finding time for collaboration with my teammates.”

So, how can school leaders set aside time for deep and meaningful collaboration without it feeling like just another task? Here are 2 leadership ideas to create space for this critical PBL component.

1. PBL Priority and Steal Minutes

Keep PBL Top of Mind so That Teachers Can Steal Minutes While established venues for teacher collaboration, such as professional learning communities or department meetings, are obvious choices for building PBL capacity, they are often filled with other important business, leaving little room for discussions about instruction or new initiatives.

Many leaders and teachers have shared that they often find time for PBL during random, informal moments, like between periods, on the playground, or at the beginning of the day before class starts. This practice of “stealing minutes” for PBL can drive its continuation, but it requires leaders to consistently advocate for PBL.

Formal Collaboration Time

Scheduled time, formal collaboration for PBL, is often set in the master schedule or curriculum and involves structured meetings, workshops, or class periods. This allows for thorough planning, discussion, and project work, providing security and stability for PBL.

• Scheduled, dedicated time for PBL
• Typically allocated in the master schedule or curriculum
• Often involves structured meetings, workshops, or class periods
• Allows for in-depth planning, discussion, and project work
• Provides a sense of security and stability for PBL implementation

Informal Collaboration Time (“Stealing Minutes”)

Unscheduled, spontaneous moments for PBL discussions or work can happen during transitions, breaks, or before/after school. These moments often depend on the initiative and flexibility of leaders and teachers. They foster a sense of urgency, creativity, and adaptability, helping to build momentum and enthusiasm for PBL.

• Unscheduled, spontaneous moments for PBL discussions or work
• Can occur during transitions, breaks, or before/after school
• Often relies on leaders’ and teachers’ initiative and flexibility
• Fosters a sense of urgency, creativity, and adaptability
• Can help build momentum and enthusiasm for PBL

While formal collaboration time provides a solid foundation for PBL, informal moments can help sustain and deepen the practice. Leaders’ consistent advocacy and willingness to “steal minutes” demonstrate their commitment to PBL and encourage teachers to do the same.

However, relying solely on informal time can lead to:

• Burnout: Constantly “stealing minutes” can be exhausting and unsustainable
• Inequity: Not all teachers or students may have equal access to informal time or opportunities
• Lack of structure: Without formal time, PBL implementation might lack coherence and progression

A balanced approach that combines both formal and informal collaboration time can create a robust and sustainable environment for Project-Based Learning.

2. Flexible, Asynchronous PBL Collaboration

Leverage Asynchronous Opportunities One lesson from pandemic teaching is that opportunities can arise from leveraging asynchronous methods. You don’t need to carve out specific times in an already overburdened schedule for PBL to flourish. Instead, create collaborative opportunities that are available 24/7.

Here’s a list of ways school leaders can implement asynchronous PBL collaboration:

• Online discussion boards or forums: Use platforms like Google Groups, Schoology, or Edmodo for teachers to share ideas, ask questions, and provide feedback.
• Shared digital documents: Utilize Google Docs, Microsoft Teams, or Padlet for collaborative planning, resource sharing, and project development.
• Virtual PLCs (Professional Learning Communities): Schedule virtual meetings or use recorded sessions for teachers to share experiences and expertise.
• Social media groups: Leverage platforms like Twitter, Facebook, or LinkedIn for teachers to connect, share resources, and discuss PBL-related topics.
• Email or messaging apps: Encourage teachers to use email or apps like Slack or WhatsApp for quick questions, feedback, or updates.
• Project management tools: Utilize tools like Trello, Asana, or Basecamp for organizing and tracking project progress.
• Voice or video recording tools: Allow teachers to share ideas or feedback through voice or video recordings using tools like VoiceThread or Loom.
• Collaborative note-taking apps: Use apps like Evernote or OneNote for teachers to share notes, ideas, and resources.
• Online resource repositories: Create shared digital libraries for teachers to access and contribute PBL resources, templates, and examples.

Your Turn…

What ways did I leave off my list? I’d love to hear more ideas. Drop a comment or question below. Thanks for reading!