Tag Cloud4 Corners 6 Thinking Hats 21st Century Accountability Assessment Background Knowledge Barrie Bennett Bloom's Taxonomy Brainstorming Bump It Up Walls Carol Ann Tomlinson Change Community Building Confusion Cooperative Learning Differentiated Instruction Differentiation Digital Classroom Dr. Seuss Ed Tech EdTech Education Engagement Entry Cards essay writing Exit Cards Facebook Feedback First Day Five Fingers Foldables Formative Assessment Get To Know You Graffiti graphic novel Green Sheets Interest Survey Kelly Gallagher Kinesthetic Leadership Learning Learning Clocks Learning Logs Learning Preference Learning Profiles Learning Stations Literacy Literacy Test Looks Like / Sounds Like Motivation Multiple Intelligences Ongoing Assessment Oobleck PBL Pre-Unit test principles Problem-Based Learning Read Aloud Reading Reading Comprehension Responsive Teaching Sir Ken Robinson slide show Social Media Stations Teaching Teambuilding Think / Pair / Share Thumbs Up / Thumbs Down Ticket Out The Door Tiering Traffic Light Twitter Web 2.0 Will Richardson
Category Archives: PBL
Really interesting video. I really like the summit based on a real-life issue. I wish one of the teachers would post the mechanics of setting up and implementing what appears to be a very engaging activity for a wide swath of students. Plus, I would want to think through how this activity was evaluated for individual marks and not for catch-all group marks.
A very interesting blog about PBL. http://ilc21.org/from-discipline-problems-to-problem-based-teaching-and-learning/
Stumbled upon this resource page using my Google Blog Reader. Looks amazing. I look forward to digging into it, with such topics as:
What is Project-Based Learning in 21st Century Schools?
What is unique about Project-Based Learning for the 21st Century?
I am using Google Reader to explore the topic of Problem Based Learning, and when I checked in with my Reader page recently, I discovered this interesting blog post and the author’s insights on PBL — with some of them being a cold splash of water on my uninformed explorations into PBL.
“I want to get into PBL”. Something I hear and see a lot of recently. I’ve been an advocate of PBL for a while, so in lieu of people understanding what PBL is, I take it as a sign they want to do something new (to them) in their classroom.
Romance: They often head off to Buck Institute or start consuming Edutopia content. For the more wealthy, they hire in US consultancies like New Tech Foundation who offer seemingly “off the shelf programs “and “pay-for-databases of projects”.
In trying to understand PBL, I have headed off to the Buck Institute and have started consuming Edutopia content. In my defense, being uninformed, I am not sure where else to go but to these sites so that I can become to be informed.
The author goes to say:
Myth: I’ve said a few times publicly that PBL often appears a cure for something we imagine to be missing in the classroom (the curse of people talking about self-direction and authentic engagement). It assumes the patient is sick and that the symptoms are in some way related to the underlying condition that has been popularised by Web2.0 authors and speakers.
Reality: PBL requires 2 things – both of them are well researched and important. Firstly, the process or cycle of learning is well a planned, rhobust (sic) and instructionally (sic) designed to produce emergent, communicative knowledge. This does not mean students understand how that knowledge might be applied to new situations – wisdom takes a while and cannot be planned to happen week 8, lesson 3.
These are excellent insights but, just as John Hattie propounds that teaching needs to be visible for students, teaching strategies must also be visible so teachers can learn new strategies. As I said, this blog post has some powerful insights from an apparently expert or advanced user of PBL, but where do I go to know what s/he knows? What if I don’t have access to a mentor, as is suggested? Is there nowhere I can learn this for myself? Because, as Rick Stiggins suggests, a learner can hit any target that is visible from a long way off and that stands still. I have to hold out hope that I can learn the how-to’s of PBL by ‘heading off to the Buck Institute’ or by ‘consuming Edutopia content’ — at least as a starting point.
Wow. I read this article when I received the magazine in February and remember it being powerful. But re-reading it now, it kind of scares me.
In a way, the article lays out a challenge to me as a teacher, and in that challenge are calls for, essentially, seismic shifts of the tectonic plates of traditional
education. ‘Time and place’ learning, personalized learning, even differentiation with a small ‘d’ are not quite adequate enough for reaching and empowering today’s learners who live in a world of personal choice 24/7, who need to be shown how to learn on their own. (Indeed, I have students who already have ‘outgrown’ this version of the school system, and online learning, such as The Khan Academy, facilitates this ‘spreading of the wings’).
Richardson discusses re-formatting the very nature of the classroom experience, the curriculum, and the role of the teacher — and this is scary and exhilarating to think about. Sacred, time-honoured texts and lessons and activities would be supplanted by learning objectives that serve as the north star to follow, and with this objectives in place, the students choose the content, the product and even the pace. That’s a pretty massive shift in the structure of learning.
Furthermore, the mantra of “We need to prepare them for university” casts a pretty long shadow over — and even extinguishes — initiatives, such as ‘personal learning’, before they even gets a chance to be discussed, let alone be introduced in an experimental fashion.
I do, however, have a few questions:
- One element to ‘personal learning’ is that it relies upon or is facilitated by web 2.0. What if computer access is limited in the home and in the school?
- What if students are uncomfortable with this form of learning?
- What if only one teacher engages in this type of learning and it goes contrary to what other teachers in a department or school are teaching?
- What are the mechanics of managing 20 to 30 students in a classroom setting?
- What are the mechanics of managing ‘assessing in the moment’?
Nonetheless, I am definitely intrigued by the ideas Richardson puts forward here, and perhaps part of the scariness of this article is that asks me to ask myself, “What is my role as a teacher? The repository of all knowledge on a topic? The gatekeeper? A people-manager? A facilitator? A ‘guide on the side’?”
February 2012 | Volume 69 | Number 5
For Each to Excel Pages 22-26
Preparing Students to Learn Without Us
By pairing personalized learning and technology, a teacher can help students learn what they need to learn through the topics that interest them most.
Here’s what I wonder: Can my 12-year-old son Tucker, a kid who lives for anything having to do with basketball, learn just about every math concept he needs to be successful in life in the context of playing the game he loves?
I posed that question on my blog a few months ago, and the post elicited more than 60 responses from readers who connected basketball to the study of bivariate data, complex equations, statistical analysis, slope, variables, predicting outcomes, probability, geometric shapes, mean, median, mode, averages, arc, force, angles, percentages, fractions, linear inequalities, volume, speed, mass, acceleration, and dozens of other concepts that are no doubt part of Tucker’s K–12 math curriculum (Richardson, 2010). And when I showed him some of the great ideas that teachers had left on my blog, he lit up. “Really?” he asked. “I could do that?”
Yes, I think he could. That’s not to say that he wouldn’t need…
PLUS: An article Richardson references that he himself wrote in 2009:
I just created a page here on Project-Based Learning because I want to know more about it. Why? I have been given an amazing opportunity to work in a high school with a fascinating diversity of cultures, abilities, interests and learning styles.
Not to overstate things, but I feel a little like all of the mind-blowing professional development that I have had a chance to learn from might all come in to play in this unique and rich learning environment. Indeed, with such differences simply part of the culture at WSS, it would appear that differentiation is really a necessity not just a interesting, once-in-a-while activity.
And as I have circled around PBL for the past year or so, my ‘Spidey Sense’ has been tingling as I wonder if PBL is something that might be a great fit as a tool for accommodating and harnessing all of this wonderful diversity.