Hi all, You may be interested in the upcoming Webinar: https://teachchemistry.org/professional-development/webinars/using-ngss-practices-to-explore-chemistry-concepts-phenomenon-modeling-and-arguing-from-evidence

I'm in a teacher education course right now and we're studying PBL. We had to read a book that I thought was useful, for designing projects, but it was not chemistry based. The book is "Assignments Matter" and although it focusses on common core (and english language arts..) I found it useful in how to create well constructed assignments.

Cristalle, I think the key to depth of content in a PBL setting is follow-up discussions. This is something I struggle with as well, because I want to wrap up one experiment and move on to another right away. I forget that it is important for the students to process what they have done so that they can learn from it. One way to do this is to have the students produce lab reports and have them peer-edit the lab reports, with a rubric. This provides the students with feedback from their peers that have completed the same experiment and have different insight. Another way to accomplish this is with a poster walk. You have the students make a poster of their results and have other groups add post-it notes to the posters with their feedback, thoughts, and constructive criticism. I think the key is to take the time for feedback. It is difficult to make the time, with the amount of content that we always want to cover, but maybe the process of thinking about the scientific process and how evidence-based conclusions are made is important, too.