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To resolve one or more challenges, Project Based Learning Lessons provides opportunities for students to collaborate on specific tasks. The effort is driven by asking questions that feed the investigative processes where students do some level of research to collect data and then draw conclusions by summarizing what they found. From the simple to the complex, there are many levels of PBL. One example of simple PBL is students working in pairs to assemble a Venn diagram from prompts assigned by the teacher.

Assigning student groups to view ten stations around the classroom is an example of more complicated PBL. At each station there are different items. The challenge is to determine the socio-economic forces that drove those products being made. Even still, independent student groups designing a short play based on a novel the class read as an assignment is another more complicated PBL lesson. When appropriate classroom management skills are exercised by the teacher so that students remain focused on the tasks, PBL naturally engages students.

About motivation as well as technical issues of thinking and learning, teachers are concerned. Teachers have a requirement to integrate both dimensions in classroom, unlike psychologists. If the teacher wants to go beyond rote memorization and engage students in sophisticated challenges that require deep understanding the teacher must be concerned with motivation, because this motivational energy will help students processed in the face of challenging lesson material.

Researchers have found substantial evidence that many classroom challenges and prepare students for practical and relevant skills for the future can be overcome by focusing on relatively long term problems that require meaningful engagement with challenging subjects integrating ideas from a number of diverse disciplines supported by practical and useful technology . The lesson plan school integration is also very helpful.

There is considerable evidence that there is a strong link between mental engagement and student motivation in the classroom. In all of these studies it was crucial to define the difference between learning and performance, with the primary distinction being that learning is engaged with education for its own sake as a valued and state, rather than as a means to achieve an external goal like approval, grace or a score on a test. Motivation is easier to generate and sustain when aligned with education as a legitimate and valued goal.

Project Based Learning lessons at once allows groups of students to collaborate, to apply themselves in real-world challenges that demonstrate the relevance of the material, explore and integrate information from across multiple domains and allow the teacher to adopt the role of facilitator and co-learner rather than as the single point of expertise in the classroom.

It is generally considered easier to develop contextual knowledge when working on complex problems than it is when considering concepts in the abstract. This adds to the motivation of project-based learning. In this framework, teachers are well employed as a master craftsman who provide just enough scaffolding in order to ensure students can remain on task and productive rather than floundering without guidance. Judicious application of scaffolding allows the teacher to maintain an appropriate level of complexity without sacrificing student motivation or focus attention.