PBL Course Design Assistant

Problem It Addresses

• K-12 PBL plans often fail in the same places: the driving question is too closed, scaffolding becomes just a task sheet, and assessment plus reflection are dumped at the end.
• These issues make a plan look complete while remaining hard to use in real classroom teaching.
• This skill is aimed at teacher lesson preparation, using question-and-answer to build a defensible design rather than emitting a generic template.

How It Works

• It follows readiness check -> seven-step design -> diagnostic loop -> dual-document delivery.
• It first probes teacher motivation, experience, and needs, then applies BIE Gold Standard and UbD backward design across theme, driving question, observable goals, task chain, product, assessment, and implementation planning.
• Core capabilities include driving-question self-checks, scaffold-type decisions, stage success profiles, ECD assessment linkage, and optional AI collaboration scaffolds.
• It outputs teacher implementation plan and student handbook documents, tailored to lesson preparation and student execution.

Fit and Limits

• Best for K-12 teachers preparing project-based learning or reviewing drafts.
• The interaction model favors one question at a time and section-by-section confirmation, avoiding premature full plans.
• The skill acts as a co-designer; teachers must make final decisions. Projects with equipment, venue, or external-audience dependencies should be adjusted to school conditions.