u01a1 - Introduction to PBL

This week’s task was to examine three very different exemplars of project-based learning (PBL) in action. The examples included “More Fun Than a Barrel of . . . Worms?!” that took a look at how one Virginian elementary school is incorporating PBL across the grade levels and throughout the school. For a different perspective PBL in one class at a Washington high school is discussed in the article “Geometry Students Angle into Architecture Through Project Learning”. The third example of PBL in action was an examination of a pre-organized PBL experience through the use of the Journey North website. In this example, elementary students mimic the skills used by real scientists and their story is shared in the report entitled “March of the Monarchs: Students Follow the Butterflies' Migration”.

Today’s students are soon bored with just textbook reading and completing worksheets they instead yearn for and deserve more authentic learning experiences. PBL is one example of how students can be challenged not only to learn the curriculum but to develop the skills necessary to be competitive in the 21st Century. Boss & Kraus (2008) state that “[t]raditional PBL has been shown to be effective in increasing student motivation and improving student’s problem-solving and higher-order thinking skills….[as well as promoting] active learning and teamwork” (p. 12). All three examples showed students at the centre of the learning process in a constructivist environment. By allowing students to be an integral part in the determination of the direction that their learning should take should mean that the students will be more engaged as they are more invested in the topic. Varying degrees of freedom of student choice was seen in the three examples – the Virginian elementary students were allowed to choose their own topic as was evident by the wide variety of topics that were investigated. Whereas there was some measure of freedom in the algebra class as students had liberty as to the final design of their 2050 school design.

This ‘loss of control’ may be hard for some teachers to handle as many teachers do not wish to relinquish their time in front of the classroom. However, all three examples show the importance of student contribution during the process. In order for PBL to be successful teachers must be more flexible than they have ever been. Although to a classroom observer it may appear that teachers only have a facilitator role during PBL in actual fact PBL appears to be more work for the teacher. This appears to be especially true at the front end of PBL when teachers have to organize, make community contacts, arrange for technology and create rubrics that allow students to be accountable not only for the final product but also for their collaboration during the process. The high school example also mentioned the benefits of students creating their own teamwork rubric so that each member is accountable for their contributions. Rubrics are only one facet through which assessment takes place. In addition to the teamwork rubrics, students should also be assessed on the final product (possibly by classroom outsiders), final presentation, post-project reflection as well ongoing formative assessment. This process of assessment should focus on assessment for learning rather than assessment of learning.

Another commonality to all three examples was the use of technology. Technology should not be the focus of the PBL; instead “technology is integrated as a tool for discovery, collaboration and communicating, taking learners places they couldn’t otherwise go and helping teachers achieve essential learning goals in new ways” (Boss & Kraus, 2007, p. 12). PBL could be carried out in an environment where technology is scarce, however technology works to enhance the learning experience by providing access to a vast information source, connecting students with both their peers and experts around the globe and allowing students to produce professionally looking products.

Key to the success seen in these PBL examples is providing support to the teachers in the form of scheduled meeting times for curriculum or grade level teams, teacher looping, teacher professional development, access to technology and release time for sufficient preparation. Teachers still cover the required state standards and national benchmarks, but they do so in such a way that students may not realize that they are learning them! The final products showed not only how much information students learned but also displayed how many other important skills the students had mastered throughout learning activity – time management, collaboration, public speaking, interviewing and tenacity. It was evident from the videos how proud and well spoken each of the students was and this experience will definitely be something that will stay with throughout their lives.

I hear and I forget
I listen and I understand
I do and I remember
Chinese proverb

It was no wonder that these schools saw an increase in their test scores and attendance rates and a decrease in their discipline problems and racial problems.

Some weaknesses of the three examples include the fact that they were all older than six years…I can only imagine how more recent technology could have further enhanced the learning experiences. Additionally, I would have liked to have heard some contributions from the not so strong students or heard from teachers in regards to some of the drawbacks associated with this type of learning.

References

Boss, S. & Kraus, J. (2008). Reinventing project-based learning: Your field guide to real-world projects in the digital age. Washington, D.C.: International Society for Technology in Education.