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Activity-, Project-, Problem-Based (APB) Instructional

Approach
The Activity-, Project-, Problem-Based (APB) instructional approach is an
incredibly powerful tool. APB learning experiences scaffold knowledge, provide
opportunities for all students to transfer knowledge, and engage students as
they apply their new learning to a relevant problem. This inclusive approach
often calls for teachers to build new conceptual understanding and pedagogical
practices to facilitate impactful APB learning.

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Beyond PBL: A Proven Learning Approach
The APB professional learning sessions are designed to grow participants’
understanding of the APB approach while they build their capacity as facilitators of
learning. From exploring exemplars to designing their own APB learning experiences,
participants gain expertise and develop strategies to lead powerful student learning.
Throughout this experience, participants can make connections to their own course
content and curricular resources.

Registering with myPLTW is the best way to make sure you’re getting access to all
ongoing professional development opportunities to continue enhancing your skill
toolbox. myPLTW houses not only all available professional development opportunities
but is also the one-stop-shop to access your transcripts.

Ready to register? Check out our "How-To" guide here!

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Activity-, Project-, Problem-Based Learning

Activities

Activities empower students to develop knowledge and skills they’ll use to

navigate a real-world project and problem. Activities are structured, hands-
on learning experiences.
Projects

Projects help students explore a real-world challenge and make meaningful

connections. Students draw on the preparation provided in the previous
activities to identify and propose solutions.
Problems

Problems challenge students to apply what they’ve learned through the

activities and projects. They reflect real-world challenges and are open-
ended, with no one “right” answer.
How the APB Approach Works
Teachers set the stage at the beginning of each APB series by introducing students to
the final problem they’ll be challenged to solve. Then, students engage in a sequence of
related hands-on activities and projects that build upon each other and become
increasingly more open-ended.
Throughout this process, students work together in teams to find solutions and develop
new skills and knowledge. Finally, students apply what they’ve learned to find and
propose solutions to the open-ended, real-world problem introduced at the outset of
the APB.

Read More in the Report Now! 

See How APB Goes Beyond PBL

A Transformational Shift: Teachers as the Guide

North Side Elementary School received a PLTW Grant supported by Ardagh Group
to expand their PLTW Launch program for the 2021-22 school year.

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Middle School STEM Class Creates Prosthetic Leg for Former
Teacher

Lesa Hall, a former teacher of 17 years in West Plains, Missouri, had a problem that
needed solving. After having her leg amputated in 2021, she needed a prosthetic
limb that she could use in the shower. Kim Wilson's middle school students had a
solution.

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 PLTW Launch Impacts Young Learners Even in Summer

At Kansas City Public Schools the summer learning program was developed with
project-based learning (PBL) as the foundation and with community giving as the
lens. All PBL projects are community service-based projects, allowing students to
be engaged and empowered within the local community.

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Attend Beyond PBL: A Proven Learning Approach

Experience how APB expands upon project-based learning and problem-based learning
approaches to teaching!
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Problem-based Learning
Project Lead The Way (PLTW) is a nonprofit organization that
furnishes a transformative learning experience using activity-,
project-, and problem-based (APB) instructional design for PreK-
12 students and teachers across the United States. APB goes
beyond project-based learning and problem-based learning
(PBL).

Through the organization’s pathways in computer science,

engineering, and biomedical science, students can learn
technical skills as well as learn how to solve problems, think
critically and creatively, communicate, and collaborate with
others. PLTW also provides teachers with the training,
resources, and support they need in order to engage students
in real-world learning.

PLTW uses activity-, project-, and problem-based (APB)

instructional design to create their engaging STEM curriculum.
APB centers on hands-on, real-world activities, projects, and
problems that help students understand how the knowledge
and skills they develop in the classroom may be applied in
everyday life. The APB approach scaffolds student learning
through structured activities and projects that empower
students to become independent in the classroom and help
them build skill sets to apply to an open-ended design problem.
This approach provides students with unique opportunities to
work collaboratively, identify problems, apply what they know,
persevere through challenges, find unique solutions, and lead
their own learning. To understand APB there should be a
baseline understanding of both problem-based learning and
project-based learning.

What is project-based learning? Project-based learning is a

teaching method in which students gain knowledge and skills
by working for an extended period of time to investigate and
respond to an authentic, engaging, and complex question,
problem, or challenge. PLTW explains that projects, as a part of
APB, help students explore a real-world challenge and make
meaningful connections. Students draw on the preparation
provided in the previous activities to identify and propose
solutions. Now that we know what project-based learning is, we
need to understand what problem-based learning is.

What is problem-based learning? Problem-based learning is a

student-centered approach in which students learn about a
subject by working in groups to solve an open-ended problem.
This problem is what drives the motivation and the learning.
PLTW explains that problems, as a part of APB, challenge
students to apply what they’ve learned through the activities
and projects. They reflect real-world challenges and are open-
ended, with no one “right” answer.

PBL has been used as an acronym for both problem-based

learning and project-based learning.

PLTW includes activities to elevate the problem-based learning

and project-based learning approaches to teaching and
learning. PLTW explains that activities, as a part of APB,
empower students to develop knowledge and skills they’ll use
to navigate a real-world project and problem. Activities are
structured, hands-on learning experiences.

With APB, teachers set the stage at the beginning of each APB
series by introducing students to the final problem they’ll be
challenged to solve. Then, students engage in a sequence of
related hands-on activities and projects that build upon each
other and become increasingly more open-ended. Throughout
this process, students work together in teams to find solutions
and develop new skills and knowledge. Finally, students apply
what they’ve learned to find and propose solutions to the open-
ended, real-world problem introduced at the outset of the APB.

Essential features of the APB approach include student-

centered learning, the teacher in the role of facilitator,
collaborative learning experiences, application of learning to
solve problems, meaningful feedback and assessment, and a
scaffold of learning experiences across the APB series.

Problem-based Learning Activities

Problem-based learning activities are embedded into PLTW
STEM curriculum for every grade. PLTW uses problem-based
learning as a part of its APB approach to teaching and learning.
Problems create a situation in which students must employ
many skills, including reasoning, critical thinking, self-regulation,
and metacognition – or thinking about their own thinking – to
tackle a relevant challenge. Problems are complex and ill-
structured; they are designed to make students question what
they know and what they don’t yet know.

When looking at problem-based learning benefits, PLTW

expands beyond that singular approach to blend many different
approaches. Instead of pitting problem-based learning vs.
project-based learning, they’ve blended them and embedded
activities to enhance and create the activity-, project-, and
problem-based approach to teaching and learning. Activities
empower students to gain foundational knowledge by
reasoning, observing, and thinking critically about the skills
they’re learning.

Because knowledge is built over time and through hands-on

experiences – not through teacher lectures or textbooks –
PLTW applies constructivist principles as it develops APBs.
Constructivist learning goals include reasoning, critical thinking,
retention, understanding, and use, self-regulation, and mindful
reflection. Each of these learning goals can be observed
throughout PLTW’s activities, projects, and problems. Using
research as a guide, PLTW develops APBs that are most
effective for student learning.

Project-based Learning Activities

Project-based learning activities are embedded into PLTW
STEM curriculum for every grade as well. PLTW uses project-
based learning as a part of its APB approach to teaching and
learning. Projects give students the opportunity to reason and
think critically as part of a team, as well as a chance to
assimilate knowledge and skills as they make application to a
realistic situation. PLTW designs projects to allow for deeper
understanding of the content.

When looking at project-based learning benefits, PLTW expands

beyond that singular approach to blend many different
approaches. Instead of pitting project-based learning vs.
problem-based learning, they’ve blended them and embedded
activities to enhance and create the activity-, project-, and
problem-based approach to teaching and learning. PLTW
designs activities to help students retain knowledge, which is
accomplished by fostering collaborative learning and reflection.
Overall, PLTW takes PBL project based learning and integrates
activities and projects to provide the best student experience.

PLTW designs student learning with the end goal in mind:

empowering students to thrive in an evolving world. With
research as a guide, PLTW works backward by envisioning what
students should ultimately be able to accomplish, and from
there, building progressions of student learning.

First, PLTW curriculum experts conceptualize the ultimate

problem. Then, they map a scaffolded learning experience of
activities and projects that prepares students to develop what
they need to know to tackle the problem. Throughout, PLTW’s
experts use a structured design process that weaves relevant
standards and in-demand, transportable skills into a compelling
sequence of learning experiences – an approach that makes
the PLTW classroom unique. In other words, PLTW’s APB
sequences empower students to start at an entry level, and as
they build relevant skills, they’re able to transfer their learning to
a whole new level.
PBL Project
PLTW designs scaffolding that supports students’ construction
of knowledge and helps them reach new heights. PLTW
students don’t just use a singular PBL project to learn a new
skill, but activities and projects are embedded throughout the
PreK-12 experience. Learn how PLTW uses the APB approach,
including PBL project examples, to scaffold student learning in
classrooms across the PreK-12 spectrum:

Elementary School

PLTW Launch- Matter: Floating and Sinking

Students develop an understanding of matter by examining

solids and liquids through hands-on activities. They explore
floating and sinking as they predict and observe what effect
liquids have on different materials. Using the design process,
students rely on their knowledge and skills of matter to sketch,
build, test, and reflect on a design they have created that will
float on water and keep items within the design dry.

Included in this PreK module’s activities, projects, and problems:

ACTIVITY: Explore Solid and Liquid Matter

Students are introduced to matter through literature
and whole-group discussion. They focus their
exploration on two states of matter - solid and liquid.
Students explore different solids and sort them based
upon their texture. Students also go on a scavenger
hunt to identify solid matter that has a specific texture.

PROJECT: Predict Floating and Sinking

 Through a guided investigation, students explore
floating and sinking. As they work through the
investigation, they also predict and observe what
effects liquids have on different materials and learn
which materials float and which ones sink.

PROBLEM: Build a Boat

Students use the design process to sketch, build, test,
and reflect on a model they create to float across
water and keep a message dry.

Middle School

PLTW Gateway - Medical Detectives

Students play the role of real-life medical detectives as they

collect and analyze medical data to diagnose disease. They
solve medical mysteries through hands-on projects and labs,
measure and interpret vital signs, examine nervous system
structure and function, investigate disease outbreaks, and
explore how a breakdown within the human body can lead to
dysfunction.

Included in this unit’s activities, projects, and problems:

ACTIVITY: Investigate Disease Agents

Students explore different types of disease agents
and their transmission to examine a patient case with
an unknown infection. They diagnose the infection
and create an experiment to determine the most
effective treatment for their patient.

PROJECT: Become Diagnostic Detectives

 Students use their knowledge and skills of vital signs,
patient symptoms, modes of transmission, and lab
analysis to diagnose a new patient. After gathering all
necessary information, they analyze all of the
evidence, including lab results, to diagnose their
patient.

PROBLEM: Locate the Source of an Outbreak

Students locate the source of a mysterious toxin that
is endangering the health of a community. Students
use a map of the community, patient histories, and lab
data, then present their findings to help community
leaders mitigate the outbreak situation.

High School

PLTW Computer Science – Cybersecurity

Students learn the technical aspects of a highly networked

world and the risks to information we all share. They learn
operating system and networking concepts, security
frameworks, and packet analysis. They learn the types of
malware that can attack systems on a network and how to
secure and protect a system against them.

Included in this course’s Unit 3 activities, projects, and

problems:

ACTIVITY: Command the OS

Students learn how an operating system organizes
information using command line tools to manage and
secure digital information. They learn about user and
system processes and how malware spreads around
a network.
 PROJECT: Find the Secrets
Students perform a penetration test on a Linux-based
operating system. They see evidence of an ongoing
attack, find and remove unauthorized users,
suspicious processes, and malicious files. They
document their plan of action ahead of time and
present their findings in a security update report.

PROBLEM: Secure the Net

Students are given an attack scenario and must
identify the exploit, secure the system, and make
improvements to prohibit future attacks.

PLTW’s APB approach has transformed the classroom

experience for millions of students and thousands of educators
across the country.

For students, it has brought learning to life by providing them

opportunities to work collaboratively, identify problems,
persevere through challenges, lead their own learning, and find
unique solutions to real-world challenges. For educators, it has
renewed their passion for teaching and brought excitement and
enthusiasm back into their classrooms.

PLTW curriculum is full of PBL project examples. Learn more

about our flexible implementation options by connecting with a
PLTW Team Member today!
EXPLORE CURRICULUM

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