ABSTRACT
The location of synthesis at the top of Bloom’s Taxonomy has led curriculum designers planning for advanced learners to place a premium on the creation of high-quality, authentic, student-created products. This chapter provides a research-based justification for including PBLs in units developed under the Integrated Curriculum Model (ICM); introduces the characteristics of effective PBLs; and offers tips and strategies to aid in the creation, implementation, and evaluation of rigorous yet achievable problem-based learning scenarios and project-based learning tasks. A planning guide for curriculum designers wishing to integrate PBL into ICM units and example PBL scenarios have been included as well. Other topics discussed include the subtle art of facilitation and lessons learned while implementing ICM and PBL in multiple learning environments (i.e., self-contained gifted, gifted pull-out program, mixed-ability classroom, during virtual learning) and with students of different age levels (i.e., elementary, middle school/junior high, high school, and beyond).
