The specific nature of the resources depends upon the learning objectives and the problem that is the focal point of the project. Students are also encouraged to exploit the resources that exist in their own school districts. The specifications spell out what should be included in the performance or the product. To make these projects as realistic as possible, the product specifications are frequently ambiguous. Two types of guiding questions may be provided with the project.
Assessment takes several forms.
In addition, students are encouraged to prepare an essay that reflects what they have learned during the project. Projects terminate when the learning and product objectives are achieved. The clock is a constant enemy in problem-based learning projects. Team members find themselves continually struggling with the dilemma that confronts every conscientious manager, namely, how to achieve some reasonably high level of performance within severe time constraints. Moreover, the dilemma underscores the need to work efficiently and to adopt time-saving measures.