What an adventure! The energy, the enthusiasm, the quality of work! Yes, what happened in the workshop happened in my 9th grade general science classroom. My students took charge, dug deep and produced work that conveyed the level of understanding and creativity needed to tackle the challenges of today’s problems.  (Lynn, St. Clairsville, Ohio)

“Using problem-based learning in my U.S. History class transformed students’ interest.   Students who did not like history started asking me when we would do the next PBL lesson.”   (Betsy,  Bellevue, WA.)

“I notice that PBL students are not as apt to copy and paste because they can’t find the ‘neatly canned answers in the textbook.’  They must write their own impressions and solutions based on data they find online and offline.  They need to present logical arguments for a position, and these students soon realize that there are no neatly packaged articles to copy.  It is also nice to see them realize that their own ideas have importance and worth.”  (Kathy, Morgantown, WV)

“The multidisciplinary nature of the PBL modules and the resulting projects is always an eye opener.  I can see them think differently.  They are less opinionated; they tend to explore all sides to every story, trying to get at the real problems associated with it.  By being involved in an actual situation it gives them ownership.  Once emotions are involved, along with an in-depth understanding, students gain a feeling of accomplishment and can transfer that to any other subject.”   (John, Newark, New Jersey)