The first step in preparing brains to learn is to develop a "felt need" — a cognitive dissonance that leaves the student saying, "I just have to learn this!" We accomplish this through the 5 Ps of PBL . . . real-world, open-ended problems (problem-based) or challenges (project-based) that may also be place-based or profession-based.
At advanced stages of implementation, students themselves identify the problems or challenges they want to tackle (pursuit-based). The teacher then works to infuse the curriculum into those pursuit-based tasks.
The key is to launch a unit with the problem or challenge so that it drives a "felt need" to learn (as opposed to using it as a culminating activity).
Workshops on all aspects of designing problem-based learning units, offered both on-site and virtually
Virtual Support Center (VSC) providing synchronous and asynchronous support to teachers across the school year as they work implements PBL units; see demo site at vsc.idecorp.com
Virtual Learning Community (VLC) on topics related to PBL — an online course in which teachers have flexibility over when they engage while still having access to consultants to help them in designing materials for their classrooms; VLCs for PBL include:
"Designing Problem-Based Authentic Learning Units"
"Problem Solving Through the Design Process"
Self-Paced Professional Learning Experience (PLE) "Anchoring Learning and Engaging Students through the 5 Ps of PBL" — a fully online experience in which teachers engage in content at their own pace (no consultant support).