Across Michigan, schools are exploring innovative ways to engage students and prepare them for an ever-changing world. At Clarkston Junior High School (CJHS), one approach has stood the test of time. For nearly a decade, CJHS has implemented Project-Based Learning (PBL) as a core instructional model—one that prioritizes student voice, interdisciplinary learning, and real-world skill development.
Under the leadership of Principal John Bennink, CJHS has built a structure that redefines what learning can look like in a middle and junior high setting. Their PBL model is not an occasional instructional strategy, but a fully embedded experience for both 8th and 9th grade students.
At the heart of this work is a thoughtfully designed two-hour instructional block that integrates English Language Arts and Social Studies. Students are supported by a collaborative team that includes an ELA teacher, a Social Studies teacher, an ELD coordinator, and a special education teacher. This multidisciplinary approach allows for intentional differentiation, targeted support, and a more cohesive learning experience for students.
Principal Bennick notes that the benefits of this model extend well beyond academic content. “PBL brings out essential soft skills in students—critical thinking, problem solving, and presentation skills,” he shares. “It also gives students meaningful choice within their curriculum, which increases engagement and ownership.”
That sense of ownership is evident when talking with students.
Abbey, a 9th-grade student at CJHS, chose to return to the PBL program for a second year—something she attributes directly to the learning experience. “I like that it’s fun and flexible,” she explains. “You have more freedom in how you learn.” While she acknowledges that the structure requires organization and accountability, she sees those as important life skills.
Importantly, Abbey also addressed a common question around innovative models: academic preparedness. “I feel just as prepared for standardized tests as I did before,” she shares, reinforcing that flexibility and rigor are not mutually exclusive.
For veteran educator Jen Castiglione, now in her 11th year teaching within the PBL model, the shift was rooted in a larger purpose. “Traditional ‘sit and get’ instruction didn’t feel like what students needed,” she reflects. “We’re preparing students for a world that requires problem solving, collaboration, and ownership of learning.”
Inside CJHS classrooms, that shift is visible. Students are actively collaborating, engaging in sustained inquiry, and presenting their learning in a variety of formats—from gallery-style presentations to community-based projects. Events like “Celebrations of Learning” invite families into the classroom experience, showcasing student work through authentic, meaningful demonstrations. Projects have ranged from Constitution-themed fashion shows to partnerships with local organizations, allowing students to connect their learning to real-world contexts.
Like any innovative practice, PBL comes with challenges. Teachers acknowledge that planning is more intensive, and group dynamics can sometimes create obstacles. However, structures such as clear project timelines, reflection protocols, and accountability measures help students navigate these challenges while building resilience and teamwork skills.
What makes CJHS’s model especially impactful is its sustainability. This is not a short-term initiative, but a long-term commitment supported by strong leadership, collaborative staffing, and a shared belief in student-centered learning.
As schools across Michigan continue to explore ways to strengthen Tier 1 instruction and increase student engagement, Clarkston Junior High School offers a compelling example. By combining intentional structure with student choice, and by focusing on both academic and soft skill development, CJHS has created a model where students are not just learning content—they are learning how to think, collaborate, and lead.
And in today’s world, those may be the most important lessons of all.
Any questions about how to get started? Reach out to Principal John Bennink at jsbennink@clarkston.k12.mi.us