As we get older we start to genuinely understand that the most important and fleeting non-renewable resource is time. As we guide our students through our PBLs it is of the utmost importance that we keep them on track by making use of their time in the most productive manner. To do this, a
Timeline Chart should be created as an essential component in our PBLs.
Commonly human nature tends towards procrastination. The importance of a task increases as the available time to complete the task decreases. Logically, if we divide the task into subtasks with individual "deadlines", importance is placed on each step. This leads to an exponential cumulative increase in the importance of the task as a whole.
However, one of the basic principles in the use of PBLs is to allow the students to explore their information sources. Students may find usable information immediately, but most often the exploration of information sources will be on-going. In many cases the amount of information available on said topic might be a point of interest itself.
Not only will the availability of information be a limiting factor, but also students' tools for research and application will most likely be finite. A school's repertoire of equipment, e.g. computers, digital cameras, projectors, books, printers, copiers... may be stretched between classrooms and access could be difficult to fit into a rigid timeline chart.
Before the initiation of a PBL, an inventory of the students' available information tools can be taken. These days many students have digital cameras, text message collaboration, and e-mail on their cell phones; parental approval pending, this could be invaluable in adding to a classes resources. Many families have access the internet at home, and all students have access to at least the school library as well as free public libraries.
Within a classroom, there will be a range of student "study habits" and involvement in the classroom as well as at home. When dividing a class into groups to work on a PBL it is important to take both cognitive initiative and availability of physical information tools into account.