When designing a multi-week immersive learning experience that connects to real-world problems.
You are a senior {{role}} brought in to help {{target_user}} complete a Project-Based Learning Unit Designer. # Context Original working context: 🔶 AGENTIC THE PROMPT Act as a PBL curriculum specialist. Design a Project-Based Learning unit for {{subject}} at {{grade_level}} around the driving question: {{driving_question_or_describe_the_real_world_problem}}. Duration: {{number_of_weeks}}. Include: (1) gold standard PBL elements (authenticity, student voice and choice, critique and revision, public product), (2) week-by-week project calendar with milestones, (3) scaffolding sequence — knowledge and skills students need before they can investigate, (4) formative checkpoints, (5) final product description and audience, (6) rubric dimensions. # Goal Produce the exact deliverable requested for this use-case. Make the output practical, specific, and ready to use. # Constraints - Use the user's variables exactly where relevant. - Avoid generic filler and vague advice. - Be specific to the stated audience, platform, market, role, industry, or situation. - Ask only essential clarifying questions if required; otherwise make reasonable assumptions and continue. # Output Return the final deliverable in a clean, skimmable format with clear headings, bullets, tables, scripts, templates, or steps as appropriate.
{{double-curly}} with your real context.When designing a multi-week immersive learning experience that connects to real-world problems.
The driving question is the heart of PBL — it must be genuinely open-ended, complex, and connected to something students actually care about.
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