When schools decide to adopt problem-based learning (PBL), they often jump straight to designing projects. But according to Dr. Jay Goodman, founder of Goodman Learning Partners, the real work begins much earlier—with a clear purpose and a solid foundation. In a recent email interview, Goodman shared his insights on what makes PBL work, where schools go wrong, and how to build programs that endure.
PBL as Traditional Learning
Goodman challenges the idea that PBL is a departure from tradition. "My view is that problem-based learning is traditional learning, in that it’s how humans have always learned." He contrasts this with the more recent model of students sitting in desks, learning independently. In practice, PBL involves students identifying a challenge, figuring out what they need to learn, collaborating to solve it, and presenting their work publicly. Two elements set it apart: collaboration and iteration. "It’s an iterative process that gives space for students to try, fail and try again."
Programs can take many shapes—from a single classroom project to interdisciplinary, community-based, or even entrepreneurial initiatives. The key, Goodman says, is that students work together on real problems using a design-thinking process.
Start with Why
When a school wants to move toward PBL, Goodman advises starting with a fundamental question: "Why do we need this?" Too often, schools adopt PBL without understanding the problem it solves. "Clearly identifying the problem keeps the development of the program in alignment because it serves as a north star for all future decisions." If PBL is just a buzzword or a way to differentiate, it will likely fail. He also stresses building a team of diverse stakeholders early, including administrators who can greenlight ideas and provide budget support.
Common Obstacles and Solutions
Goodman identifies four common obstacles schools face in sustaining PBL:
- Teacher burnout: PBL is energy-intensive, especially in planning. "Building as a team helps take the load off any single teacher and increases the chance of a successful, sustainable implementation."
- Outcomes over process: Schools often focus on flashy products rather than the learning process. Goodman emphasizes explicitly teaching and assessing the process, which leads to better outcomes anyway.
- Solving the wrong problem: Without a clear problem statement, programs lose direction. He has schools build a problem statement, much like a driving question, to anchor decisions.
- Lack of student agency: Projects connect best when students have voice. "By allowing student voice early (even if it’s just a few students), projects can stay more in-tune with what they actually care about."
Community-Based Learning and Academic Goals
Goodman challenges the assumption that community-based learning must be tied to a subject or grade. "There’s no reason, other than what we’ve decided school is, that community-based learning needs a subject or grade attached to it." However, if alignment is required, he suggests using a backwards design model where standards sit under the driving question, not above it. This approach preserves creativity while meeting academic requirements.
The Foundation First
For teachers and administrators new to PBL, Goodman’s advice is simple: "Build the foundation. Do the hard work early." He attributes 90% of his implementation roadblocks to poor foundations—lack of alignment, missing decision-maker support, poor communication with parents, and no funding model. "All of these can and should be done before a single student is in the program." He uses a memorable analogy: teachers are good at building the plane while flying it, but "we need to consider the airport"—the structures and systems that make the journey possible.
Goodman’s approach is a reminder that PBL is not just a teaching technique but a systemic change. For schools willing to invest in the groundwork, the payoff is lasting. As he puts it, "Give yourself the time to build a strong foundation, because that work will pay dividends long into the future!"
For more on PBL frameworks, see Edutopia's PBL resources or the Buck Institute for Education. To learn more about Goodman's work, visit Goodman Learning Partners.