Elevating Project Based Learning with Theory U: A New Path for K-12 Education

Elevating PBL: Introducing Theory U

If you’ve implemented Project Based Learning (PBL) in your classroom, you already recognize its power: Students tackle real-world problems, collaborate, think critically, and produce work that matters.

But what if project-based learning could achieve even more? What if it not only prepared students for the future but also empowered them to shape it?

That’s where Otto Scharmer’s Theory U can elevate the conversation. Originally designed for leadership and organizational change, Theory U presents a straightforward yet profound framework that enhances PBL's reflective, student-driven, and transformative nature.

What is Theory U? A Framework for Transformative Learning

 Developed by Otto Scharmer and his team at MIT, Theory U is a framework for leading profound change—whether in a company, a classroom, or a community. Initially designed for leaders and organizations, it provides a powerful structure for any group facing complex challenges and seeking meaningful solutions.

At its core, Theory U emphasizes slowing down, listening deeply, and taking action based on shared purpose and insight, rather than seeking quick fixes. The “U” shape symbolizes a journey:

• On the left side, we move downward by observing, listening, and letting go of old habits.

• At the bottom, we pause—this is the space of presencing, a blend of “presence” and “sensing.” Here, we access fresh insight and clarity.

• On the right side, we rise into action, co-creating and evolving new ideas based on our learning.

The process unfolds in five core phases:

—CC License by the Presencing Institute https://www.u-school.org/contentpolicy

1. Co-Initiating – Building trust and defining a shared purpose

2. Sensing – Observing and exploring the system together

3. Presencing – Pausing to reflect and allowing new ideas to emerge

4. Co-Creating – Prototyping solutions and testing ideas

5. Evolving – Sharing, reflecting, and growing from the experience

Theory U invites us to shift from reacting to the past to creating from the future that is waiting to emerge. It encourages curiosity, empathy, and deep reflection—qualities we often hope to nurture in our students, too. Now, envision using those phases not as an add-on but as the lens through which your students experience project-based learning.

Theory U Meets PBL: Natural Alignment in K-12

The Project Learning Experience (PLE) Steps developed by Applied Coaching offer a clear structure for guiding students through high-quality, real-world projects.

To see these steps in action, watch this animated video on what PBL looks like in practice. It illustrates how each stage of the PLE comes alive in classrooms and helps make the process more concrete.

When aligned with Theory U, the PLE Steps create a powerful framework for deeper learning. Let’s take a closer look at how these two models complement each other:

The Investigation Cycle and Theory U: How the Models Connect

 If you’re familiar with Applied Coaching’s Investigation Cycle, you may notice that its iterative nature doesn’t immediately mirror the linear arc of Theory U. But look a little deeper, and the connections become clear. Each phase of the Investigation Cycle corresponds to a deeper structure of thinking and action in Theory U.

The key is to view the Investigation Cycle not merely as a sequence of steps, but as a series of recurring movements—each one drawing from the same capacities that Theory U describes: Sensing, Presencing, and Co-Creating.

Let’s take an even closer look at how these two models align and connect to each other:

Theory U Stage	Investigation Cycle Stage	How They Connect
Sensing: Emphasizes deep observation, the suspension of judgment, and an openness to emerging insights—often cultivated through immersive experiences and dialogue with others.	Learning & Investigation: Centers on exploring students’ need-to-know questions and providing experiences and content that broaden understanding.	Both stages fundamentally revolve around discovery and the expansion of awareness. In Sensing, learners engage with the world as it is; in Learning and Investigation, students explore new ideas or phenomena through questioning. Both require attentive listening and curiosity.
Co-Creating: Is the phase where action emerges from a deeper source of knowing. It involves prototyping new practices or initiatives based on insights from earlier stages.	Prototype and Develop Products: Aligns very clearly: students use their learning to create something meaningful—a product or performance.	Both focus on manifesting new possibilities and experimenting with form. The emphasis on prototyping in both models encourages learners to view creation as an iterative, learning-based process rather than a final outcome.
Still Co-Creating (Iterative Prototyping): Though Theory U doesn’t always explicitly focus on feedback loops, prototyping in Co-Creating inherently involves feedback, learning, and adaptation.	Feedback and Revision: Enhances the prototype by engaging with others’ perspectives.	This stage exists within the iterative loop of Co-Creating—refining based on insights gained from real-world testing and stakeholder input. It emphasizes the social aspect of creation and how insights from others influence what is brought into the world.
Presencing (and a bit of Sensing): Presencing is the “bottom of the U”—a space of stillness, deep connection to purpose, and reflection that leads to insight.	Revisit Inquiry and Reflect: Is also a reflective space where students re-engage with their purpose and learning, often preparing for another cycle.	This moment of stepping back to sense what has changed, what matters now, and where to go next is highly aligned with Presencing. Both support renewed clarity and grounded intention—a space for integration before moving forward.

Bringing Theory U and Project Based Learning to Life in Your Classroom

 The parallels between the PLE and Theory U highlight how both frameworks emphasize discovery, iteration, and reflection. But theory only takes us so far. How do these ideas actually show up in classrooms?

1. Begin with Listening: Co-Creating the Why (Co-Initiating). Instead of starting with a driving question, begin by listening. Invite your students to explore what is significant to them and their communities. Utilize storytelling circles, interviews, or empathy walks to cultivate a shared sense of purpose.

2. See with New Eyes: Deepen Understanding Together (Sensing). This is where research begins—not just with books or Google searches. Students gather stories, perspectives, and data that uncover the system behind the issue.

3. Slow Down to Move Forward: Creating Space for Insight (Presencing). Before students leap into action, create a pause. Invite them to reflect on the complexity of what they’ve learned. Insight often arises not from brainstorming but from stillness.

4. Create Boldly: Learning Through Iteration (Co-Creating). Now, students start to act, but not with perfection in mind. Encourage prototyping through rough drafts, role plays, mock-ups, and experiments. The goal is to learn by doing.

5. Celebrate the Journey: Growth, Sharing, and Next Steps (Evolving). When the project ends, resist the urge to grade and move on. Reflect with students: How did they grow? What surprised them? What impact did their work have?

Why Blending Theory U with PBL Matters in K‑12 Education

 When we blend Theory U with Project-Based Learning, we shift from doing projects with students to co-creating learning experiences with them. The process becomes more human, grounded in purpose, and vibrant.

A Final Invitation: Start Small and Reflect Deeply

Ready to try it? Begin with small steps. In your next project, take a day to listen before you dive into creating content. Allow time for student reflection before addressing solutions. You might be surprised by what surfaces.

---

About the Author

Donald Proffit, a visionary in the creative arts and former arts educator, has been short-listed for the 2024 William Saroyan International Writing Prize in nonfiction for his memoir Hardship Alaska (Epicenter Press, April 2023). With a rich background in music, dance, and visual arts, Donald has presented workshops and original performances worldwide, including in Israel, where his work fostered meaningful dialogue among Israeli, Palestinian, and American youth.

His accolades include a John F. Kennedy Center for the Performing Arts Teacher Fellowship and the D. Bennett Mazur Award for Lifetime Achievement, honoring his profound contributions to society. Donald is also the author of The Object of His Affection and the historical fiction novella Scapegoat, both available through his publisher’s Synthetic Prophetic Bookstore. Learn more at donaldproffit.com.

---

At ACP, we are committed to transparency in our content creation. Learn more in our AI Policy.