How to Implement P2 Project Based Learning (PBL)

What Is P2 Project Based Learning?

Project Based Learning (PBL) is a student-centered approach that helps learners explore authentic, real-world challenges through inquiry, collaboration, and creativity. At The Positivity Project (P2), our unique take on PBL integrates character strengths and the Other People Mindset into every stage of learning.

P2 Project Based Learning gives students opportunities to apply character strengths like perseverance, creativity, leadership, and kindness to real-world problems. This process deepens understanding and builds empathy — all while developing lifelong problem-solving and employability skills.

How P2 PBL Supports the P2 Mission

The P2’s Weekly Slide Presentations focus on three components — Understand, Engage, Reflect — guiding students to explore and apply character strengths daily.

Our P2 PBL process expands this to five sequential components:

Engage
Inquire
Create
Reflect
Share

This universal framework, used in all P2 Project Based Learning units from K–12, provides a consistent structure for deep learning. As students grow more comfortable with this process, they learn how to apply it to academic, social, and personal challenges throughout life.

New to Project Based Learning or short on planning time?

Scripted PBL Units: The Perfect Starting Point

P2 now offers Scripted PBL Units — complete, easy-to-implement projects scaffolded from our original open-ended PBLs.

Note: PBL units can be completed individually or in groups, depending on student needs. Regardless of structure, collaboration and reflection are always built into the process.

Each Scripted PBL can be completed in five 15-minute lessons, making it possible to complete a full unit in one week of allotted P2 time. Every Scripted Unit includes:
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Step-by-step instructions for teachers

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Direct guidance for students

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Clear objectives and reflection prompts

The 5 Components of the P2 Project Based Learning Framework

1. Engage

Students begin with an authentic, meaningful challenge — one that helps others better understand character strengths or positive relationships. This stage sparks curiosity and personal connection. The introductory slides in every PBL unit make this process easy to follow — even if you’re new to Project Based Learning.

2. Inquire

Students gather information and conduct research to deepen their understanding. This stage builds critical thinking and helps students learn to ask and answer their own need-to-know questions.

Methods include:

  • Teacher-directed mini-lessons

  • Research stations

  • Technology-based inquiry

  • Expert interviews

Tip: Encourage students to update their “need-to-know” list as they learn — this keeps inquiry active and authentic.

3. Create

Students design a solution or product that synthesizes what they’ve learned. Their work demonstrates both academic understanding and character strength application. Projects can be independent or collaborative.

Students might present:

  • Visual displays or posters

  • Public service announcements (PSAs)

  • TED-style talks or debates

  • Websites, podcasts, or social media campaigns

  • Plays, exhibits, or interactive presentations

4. Reflect

Reflection is essential to the P2 PBL process. Students assess their learning, analyze feedback, and consider how their work impacts others.

5. Share

Finally, students present their projects to an authentic audience, strengthening communication skills and confidence. The “Share” step completes the learning cycle — students see their impact and celebrate growth.

1. Engage

Students begin with an authentic, meaningful challenge — one that helps others better understand character strengths or positive relationships. This stage sparks curiosity and personal connection. The introductory slides in every PBL unit make this process easy to follow — even if you’re new to Project Based Learning.

2. Inquire

Students gather information and conduct research to deepen their understanding. This stage builds critical thinking and helps students learn to ask and answer their own need-to-know questions.

Methods include:

  • Teacher-directed mini-lessons

  • Research stations

  • Technology-based inquiry

  • Expert interviews

Tip: Encourage students to update their “need-to-know” list as they learn — this keeps inquiry active and authentic.

3. Create

Students design a solution or product that synthesizes what they’ve learned. Their work demonstrates both academic understanding and character strength application. Projects can be independent or collaborative.

Students might present:

  • Visual displays or posters

  • Public service announcements (PSAs)

  • TED-style talks or debates

  • Websites, podcasts, or social media campaigns

  • Plays, exhibits, or interactive presentations

4. Reflect

Reflection is essential to the P2 PBL process. Students assess their learning, analyze feedback, and consider how their work impacts others.

5. Share

Finally, students present their projects to an authentic audience, strengthening communication skills and confidence. The “Share” step completes the learning cycle — students see their impact and celebrate growth.

1. Engage

Students begin with an authentic, meaningful challenge — one that helps others better understand character strengths or positive relationships. This stage sparks curiosity and personal connection. The introductory slides in every PBL unit make this process easy to follow — even if you’re new to Project Based Learning.

2. Inquire

Students gather information and conduct research to deepen their understanding. This stage builds critical thinking and helps students learn to ask and answer their own need-to-know questions.

Methods include:

  • Teacher-directed mini-lessons

  • Research stations

  • Technology-based inquiry

  • Expert interviews

Tip: Encourage students to update their “need-to-know” list as they learn — this keeps inquiry active and authentic.

3. Create

Students design a solution or product that synthesizes what they’ve learned. Their work demonstrates both academic understanding and character strength application. Projects can be independent or collaborative.

Students might present:

  • Visual displays or posters

  • Public service announcements (PSAs)

  • TED-style talks or debates

  • Websites, podcasts, or social media campaigns

  • Plays, exhibits, or interactive presentations

4. Reflect

Reflection is essential to the P2 PBL process. Students assess their learning, analyze feedback, and consider how their work impacts others.

5. Share

Finally, students present their projects to an authentic audience, strengthening communication skills and confidence. The “Share” step completes the learning cycle — students see their impact and celebrate growth.

whiteford elementary service learning poster project

Why P2 Project Based Learning Works

Implementing P2 PBLs help students connect classroom learning to real-world purpose. It naturally supports The Positivity Project’s mission of empowering students to build positive relationships and understand their character strengths in action.

Through the Engage → Inquire → Create → Reflect → Share process, students become:

  • More empathetic communicators

  • Better collaborators

  • Thoughtful, resilient problem-solvers

Ready to get started?

P2 PBLs make Project Based Learning approachable for every teacher — and meaningful for every student.

Contact us to bring PBL and character strengths to your school community