Blog #4: How teaching is changing due to project based learning

Project based learning for new teachers may be a completely different approach to teaching than ever thought of before.  I takes innovation, imagination, patience and a love of the subject matter.

The idea behind project based learning is to develop a project wherein the students learn in tandem with working on a group project.  This is different from project oriented learning, which is still a type of regurgitation of knowledge rather than a critical-thinking learning skill.

One of the best properties of project based learning is that through the course of the project, students become familiar with critical thinking skills that come with independent learning.  This, in turn, allows the student to have an “ownership” over the material of the project, which encourages knowledge retention.  

Let me present an example of a Middle School-High school project dealing with disease outbreaks, causes, effects, prevention and treatment of various diseases.  This lesson can be found at http://www.biologycorner.com/projects/outbreak/index.html  and includes a rubric and a suggested timeline to follow.  This is a perfect example of projects that can be implemented in the science classroom.  

Of the many things that project based learning should cover, the fact that it meet county/state/federal requirements, instill a student interest, and have a sense of community involvement are paramount.  

Hopefully, this type of learning will have a positive reaction with students, administrators and parents.  The students’ excitement will be contagious and obvious that they enjoy the work.  Project based learning instills life skills that are required in order to navigate in general society outside of academia.  These skills will follow the students for the rest of their lives.

Here is a video from edutopia.com explaining the concept behind project-based learning.  This includes interviews with students and instructors and focuses on a physics project for ninth grade.  

http://www.edutopia.org/project-based-learning-introduction-video

     These are the beginning steps to a great project-based teaching strategy.  1.  Assign collaborative working groups:  from elementary to secondary school, it is important to assign groups according to even strengths and weaknesses.  If students are allowed to choose their own groups, the balance among the classroom could be skewed.  2.  Present a real world problem that the students can correct.  The students should be able to critically think a solution to a common community/world problem.  3.  Set the parameters for completing the project.  Clear parameters should be set so that the students can be creative to a point.  That way a common thread throughout the presentation would be apparant without veering too far from the subject.  4.  Teacher consultation input/feedback.  Instructor approval is required for moving from step to step in the project.  This is to ensure that the overall project criteria are met.  5.  Final project shared with larger group.  This is where the different groups present their findings in a unique way.  The entire class benefits from the different and innovative ways in which the separate groups solved the same problem.

     This diagram represents the components that are required when planning and implementing a successful Project-based learning assignment.  It should be a 1:1 pairing of significant content (which will include any federal/state/district guidelines) with 21st century skills such as online collaboration, presentation software, social media and electronic organization.  The surrounding goals ensure that the two core goals will be accomplished.  An in-depth inquiry of an issue should take place.  This could be researching a community, ecological or literary problem and brainstorming answers and solutions for them.  A driving question must be provided to the students in order to inspire a need to know.  If the students do not feel this need, the work that results will be sub-par.  The students must also be given a voice & choice, meaning that the instructor must give a type of choice in project approach, and also be open to questions or comments by the students.  This will inspire critical thinking and communication.  The opportunity for revision & reflection is very important.  Final projects should be reviewed by the teacher and students given an opportunity to reflect on the complete project and make any revisions that are necessary.  Finally, these projects should be presented to a type of public audience, whether it is in from of fellow classmates, parents, teachers or the school as a whole.  This is important so that the students can become familiar with constructive criticism and providing a more in-depth explanation of the project to people who are outside of the direct learning environment.

     There are many things that influence a true 21st century learning experience.  This modern approach is integral for any project-based learning exercise, and reinforces the creation of critical thinking skills needed for success beyond the academic scope.  We as educators must make sure that any exercise falls within the parameters of our core subject matter, but in addition to the basic information, it is also just as important to expound upon those basics in a way that students will respond to.  Creativity is crucial, as well as a sense of adaptability.  Project-based learning is about trial and error.  This form of learning needs ample time and space for revision and discussion in a collaborative manner.  Ensuring that the students understand the subject matter and parameters of the project is vital for teachers, as well as instilling and understanding of all the key components is solving the issue.  Community involvement and care also make a difference in the success of project-based learning.  Making sure the students understand that community doesn’t just include our local neighbors can be a challenging task.  Allowing students to research the global community via technology and communication reinforces the idea that it is not just about “us” and “them”, rather about “we” as a global population.  

     In closing, I would like to say that project-based learning can be a wonderful experience for both the students and the teachers involved.  When beginning to teach, this approach can feel alien in comparison to the approach that was taken when we ourselves were teachers, and can be daunting at first.  The fact is, that with project-based learning, students’ interest and exuberance increases and skills other than just core curriculum are being learned and exercised.  I hope that each of you will consider and implement this type of teaching philosophy.  It will make you and your students look forward to what each new day and lesson will bring.  

PBL lesson #2: Water quality lab

Here are links to my Water Quality Lab lesson plan, rubric, and handouts:

Lesson Plan:  https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxlZG01MTBjYXplYXV4fGd4Ojc4ZTU0ZWZiMGZiYTY3ZWE 

Rubric:  https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxlZG01MTBjYXplYXV4fGd4OjVlZTc5MTA5YjBjY2I5MTE 

Handouts:  https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxlZG01MTBjYXplYXV4fGd4OmFiMThmODhhYjRkMGRj 

https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxlZG01MTBjYXplYXV4fGd4OjIwZDkxN2QwY2I2ZTVlNWI 

Also a link to my website:  https://sites.google.com/site/edm510cazeaux/home 

Enjoy!!