In a time when educators are being asked to do more with less — and students are showing up with more needs, distractions, and questions than ever — Project-Based Learning (PBL) offers a welcome reset.

Instead of speeding through content or assigning surface-level tasks, PBL encourages teachers and students to slow down, go deep, and create work that matters.

But let’s be real: not all project-based learning is effective. “Dessert projects”— those flashy end-of-unit tasks — can feel like busywork. Done wrong, PBL can actually add stress and confusion. But done right? It can transform a classroom.

Just ask John Spencer, former middle school teacher, author, and co-creator of the LAUNCH Cycle. His work has helped thousands of educators shift from compliance to creativity by designing student-centered projects with real purpose.

“Project-based learning is about empowering students to solve real problems, for real audiences,” says Spencer. “And the best part is, it doesn’t have to mean more work. It just means rearranging your plate.”

Why Now? AI Makes the Case for PBL Stronger Than Ever

In a world where ChatGPT can write a five-paragraph essay in seconds, teachers are asking: What’s the point of assigning traditional work?

The answer, increasingly, is to go deeper. To move beyond rote recall and toward critical thinking, creativity, and real-world problem solving — the exact skills that PBL is built to nurture.

As Spencer notes in his article on deeper learning in the age of AI, “The goal isn’t to compete with technology—it’s to double down on what makes us human.”

What Makes PBL Work — for Teachers, Too

Many educators worry that PBL adds more to their already overloaded plates. But Spencer pushes back: PBL isn’t about working more — it’s about working differently.

“Start with the end in mind,” he says. “What’s the authentic product? Who’s the real audience? Then build backward.”

That clarity can actually reduce planning time over the long term. It also helps students take more ownership, freeing teachers to step into the role of facilitator, coach, and co-designer.

In a recent interview on The RocketPD Podcast, Spencer shared how design thinking frameworks like the LAUNCH Cycle can structure projects, scaffold creativity, and help students build resilience.

Common Pitfalls — and How to Avoid Them

If you’ve tried PBL before and felt frustrated, you’re not alone.

Here are three common traps — and how to fix them:

• Trap #1: The “Fluff” Project
  PBL isn’t about gluing things to poster board. Tie projects to academic standards and real-world outcomes.
• Trap #2: No Scaffolding
  Students still need structure. Use timelines, mini-lessons, and checklists to reduce cognitive load.
• Trap #3: Unequal Group Work
  Use role assignments, reflections, and peer reviews to ensure all voices are heard.