Project Based Learning (u01a1)

Coming into this course, I had heard of project-based learning, but hadn’t done a great deal of research regarding it, nor had I been able to see it in action. As part of the assignment this week, we read about and viewed three very different classroom projects. As a 2^nd grade teacher, it was encouraging to see that this approach to the classroom came from 1^st grade all the way up through high school and was very interdisciplinary.

All of the educators in the videos viewed and articles read this week seemed to have similar answers to the same concerns that you or I may be asking. Do you cover all of the standards? Yes. Are your students prepared for high-stakes testing? Yes. Do colleagues question this approach since it’s non-traditional? Yes. Math teacher Eeva Reeder (Applying Math Skills, 2002) gave great insight as to why she chose to use a project-based approach, ““It became immediately apparent to me as a teacher that talking to kids didn’t cause them to really deeply learn concepts.” Any great teacher who makes that realization must stop and reevaluate what’s happening in their classroom. Some of the teachers such as Miss Reeder had front-loaded instruction and used the projects as an application and relevancy assessment while others such as Mrs. Hetrick seemed to allow student inquiry to guide their instruction and the projects came as a result. Regardless, all of the teachers showed intentional planning and design of the projects. Kindergarten and first-grade teacher Patty Vreeland said, “"We've got to know our curriculum. We've got to know the standards inside and out” (Curtis, 2001). She also noted that, “teachers must be willing to work harder to ensure that projects are meaningful learning experiences.” Eeva Reeder also showed that teachers need to intentionally refine their assessment techniques. Rubrics ahead of time where students know the specific expectations will help make this more successful for both the students and teachers.

Project-based learning allows the students to take ownership of their learning. In essence, the students are now in charge, which can be terrifying for a traditional classroom teacher! The teacher has to become a guide or facilitator while the students are guiding the process. I feel that it’s important for the students know someone believes in them. They need to be guided, but not “mothered”, and challenged to reflect and evaluate their progress throughout the project.

What makes project-based learning memorable and shows application of knowledge and skills? The relevancy of the project, of course! If students see a practical application for the project, they will be much more engaged. If students feel like they are the one in charge and making the decisions, engagement level drastically increases! As a teacher, how will I know students have learned the skills to meet my required standards? I will be able to see it in their project results. This is much more authentic application than any traditional assessment. “PBL is not just a way of learning; it's a way of working together. If students learn to take responsibility for their own learning, they will form the basis for the way they will work with others in their adult lives” (Why is Project-Based Learning Important, 2007).

References:
Applying Math Skills to a Real-World Problem. (2002, February 11). Retrieved March 16, 2015, from                 http://www.edutopia.org/mountlake-terrace-geometry-real-world-video

Curtis, D. (October 1, 2001). Edutopia: More Fun Than a Barrel of …Worms?   Retrieved              from http://www.edutopia.org/more-fun-barrel-worms

Why Is Project-Based Learning Important? (2007, October 19). Retrieved March 16, 2015, from                 http://www.edutopia.org/project-based-learning-guide-importance