Each morning as you walk the hallways prior to first bell, you see your students' plugged in to their iPods, you hear them discussing the latest "castle craft conquest", you see cell phones put away in lockers, you overhear discussions using terms like LOL, O.M.G. your school's hallways are buzzing with energy. First bell rings. Students file into their seats. It’s quiet. Books are pulled out. You realize the students have already tuned out.
Your instructional challenge is convincing your administration that you can recreate the hallway energy and students will still be learning.
My Proposal:
To recreate hallway energy and provide an opportunity for students to still learn I propose using project based learning and utilizing 1-1 laptop technology.
Introduction
Project Based Learning involves a central problem that is challenging, open ended and realistic to every day life. Each activity in project based learning is created to answer a question or solve a real world problem. As a result of project based learning, classroom content becomes need to know information rather than forced by the teacher. Learners are given an opportunity to apply classroom knowledge to real life content.
The teacher starts the project based learning unit by creating a hook type interest to engage the learners in the unit. The teacher provides the main problem the learners will be trying to solve. In project based learning teachers will no longer be the primary source, instead the teacher becomes a facilitator of information guiding learners to utilize resources they have available.
In a project based learning classroom the teacher doesn't stop all traditional classroom roles, the teacher still maintains a safe classroom environment for all students. In fact, this is one of the most important things the teacher can do to keep students engaged in project based learning. Since questioning, exploring the unknown, and problem solving are so important in project based learning, the teacher must maintain a safe classroom environment where all students feel it is safe to try something new and risk stepping into a new role. (Buck Institute for Education, 2011)
During project based learning most teachers have a difficult time with the concept of letting students struggle and be frustrated. In most content area classrooms teachers are constantly trying to help students understand information before creating frustration. However, in project based learning it is ok for learners to experience frustration and struggles. This is a great teaching point for both teachers and learners. If learners are not given the opportunity to let their brain think through a problem, they will only struggle when a difficult problem comes their way later in life. Teachers instead use guiding questions to help the learner through their problem but not fix the problem, instead supporting the learner through their frustration.
Student’s Role
Project based learning creates an entirely different role for learners than traditional education. During project based learning the learner takes responsibility for gathering information needed to solve the proposed problem instead of the teacher dispensing information. Each learner is able to apply their own prior knowledge from traditional classroom lessons, personal background knowledge and life experiences to the problem at hand. By creating an atmosphere where learners can apply their own experiences, learners are more engaged and invested in the education process. (Buck Institute for Education, 2011)
Learners are given an opportunity to practice and improve both written and spoken communication. Many learners have not experienced speaking to groups of peers or adults. During project based learning the learner will keep a written record of problem solving steps and research needed to create a final presentation.
The learner will be learning many real-life skills during project based learning such as organization, time management, self-monitoring progress, critical thinking, group work, and the opportunity to practice open-ended questions. While all of these skills are addressed, the teacher has the option to decide the extent of each skill.
As a result, learners are allowed an opportunity to create a meaningful product representing their research, understanding and ideas how to best address the current problem.
Project Based Learning would easily fit in our district’s vision and mission for how we choose to educate students. We would be able to move the idea of project based learning into practice with very few adjustments to our current teaching practices or professional development. By utilizing Hawk U (professional development) and team planning times there would be little disruption to teacher schedules. I suggest using Hawk U as an opportunity to introduce project based learning basics while providing collaboration time for teachers to develop a meaningful unit during Hawk U sessions.
Successful School Models of Project Based Learning
It is much easier to ease into project based learning with colleagues rather than each teacher attempting their own project. It would be beneficial for teachers to see successful project based learning model schools and units that have been created by other educators. This would encourage teachers to develop units that are meaningful and effective in meeting instructional goals and objectives rather than being a “fluff” unit that is fun but lacking in content.
Some successful school models that can be shown are High Tech High, TEAM Academy, and New Technology High (Boss & Krauss, 2007) Napa California (Boss & Krauss, 2007), Granada High School (Boss & Krauss, 2007), King Middle School in Portland, Maine, Lewis and Clark Middle School, and Spirit Lake Middle School.
Project Based Learning at High Tech High
Middle school students from TEAM Academy
Project Based Learning: Teacher Interviews
http://www.edutopia.org/stw-maine-pbl
Project Based Learning at Lewis and Clark Middle School
Project Based Learning at Spirit Lake Middle School
Indiana’s PBL network list
http://cell.uindy.edu/middleschool/pblnetworkmembership.php
All of these model schools contain similar features which makes successful project based learning such as creating a need for information, problem solving, inquiry, utilizing and gaining 21st century technology skills, independent and group work, and a release of responsibility from the teacher to the students.
A true need for information is created where students desire information to help them solve the challenge. This creates a real need for learning where students are able to gain valuable and meaningful content knowledge. Students will learn more when they are the ones desiring information that will be important to them.
Problem solving is a key element to the projects. Creating an opportunity for students to actively participate in the problem solving process gives students practice and experience in brainstorming, planning and working through a challenge.
Students are given an opportunity to research based on information they have from the teacher’s classroom content and the student’s inquiry to drive further research and understanding.
Students are utilizing and gaining 21st century technology skills during the unit. Students utilize web-based research, communication tools, computers, cameras, video software, web tools, and publishing content.
During project based learning students are able to each have a role in their group work. Being responsible for a portion of the project creates a sense of independence and pride in the final product. Students also have to collaborate with their group figuring out how to manage and incorporate everyone’s ideas in the group as they would in a real work situation.
Teachers introduce the content lessons prior to students starting their inquiry and culminating project. Students are then able to become more independent from the teacher as they work in their groups to create their final product allowing the teacher to become a support and facilitator rather than a dispenser of knowledge. Students become responsible for seeking out further information, using trial and error in their project creation, and using their inquiry and discovery skills.
BIE offers many online projects that could be useful for helping teachers gain understanding of a meaningful unit at http://www.bie.org/tools/online_resources/project_libraries .
Integration of Project Based Learning
During the proposed Hawk University sessions, teachers will be able to use the project-planning outline from BIE to help teams identify important aspects of project based learning. The outline form can be found at http://www.bie.org/tools/freebies/project_overview
Teachers will be able to bring their scope and sequence for 4th quarter and discuss a driving question that would overlap in multiple subject areas. By using the project planning outline teachers will decide on the ending artifact students will create, the duration of the unit, the topic and content that will be covered, the standards that will be met, what kind of technology will be used, how and when technology will be used, resources that might be needed, assessment and grading, what people will be involved in the unit, and what their kick off will be to engage students in the project.
Support and Input from Others
Teachers will be able to create Edmodo groups to provide a place for students to work and share research with each other. Edmodo would also allow for students to share polls with each other to gain information that could potentially drive their final product. The library feature in Edmodo would also allow students to get information from the teacher as well as sharing information like videos and websites with their group. Students can also use their Wikispaces page to share their final product in writing and media.
While planning and implementing project based learning units, teachers can utilize their colleagues to help them plan and implement. Teachers would be able to plan a majority of their project during their Hawk U sessions focusing on cross-curricular driven units. Teachers would also be able to use their team planning time for any extra planning that may be required as well as sharing implementation progress or challenges. Teachers can create and maintain an Edmodo group for their planning purposes to utilize the library feature allowing sharing of files and resources, polling feature to get anonymous opinions from colleagues, and leave each other messages as a communication tool.
Administrators and school support staff would all be utilized in a supporting role during the final assessments of projects. Students create a stronger product when they know they will be presenting their final product and learning to an audience rather than just a teacher or class.
Our Existing Resources
We have wonderful resources that would be of great use during project based learning in our building and classrooms already. Each student has his or her own laptop with a built in microphone and camera that can be used for research, product creations, recording progress, and documentation of the project. Students also have a school account for Edmodo and Wikispaces, which can be used to display information, share research, create communication spaces, and collect group project materials. Below is a video explaining how project based learning can utilize Edmodo.
We also have the library/media center that can be utilized for research. The library also has other resources available such as flip cameras, digital cameras, printers, and a scanner.
Teachers can also utilize their own laptop and visit http://www.bie.org/tools/freebies to find many free tools to help in the process of project based learning.
In my current teaching environment
Project based learning is a tool that I currently use in my own classroom. Engineering offers many opportunities for students to create and utilize new tools during their own inquiry process. I believe I see my students more engaged through project based learning situations compared to other classroom situations throughout their day.
Online resources and Tools
http://www.bie.org/tools/online_resources/innovative_technology
http://biepbl.blogspot.com/2011/12/how-does-edmodo-support-pbl.html
http://www.bie.org/tools/freebies free tools for project based learning
Student resources for PBL http://www.bie.org/tools/freebies/cat/student_handouts
References:
Autodesked (poster), (2011). Autodesk digital steam workshop: Project based learning. Retrieved January 21, 2012 from http://www.youtube.com/watch?v=LTYvIDGH2Vk .
BIEPBL (poster), (2011). A project based learning experiment. Retrieved January 21, 2012 from http://www.youtube.com/watch?v=OchlZqoMI_M&feature=player_embedded .
BIEPBL (poster), (2011). BIE’s project planner tutorial. Retrieved January 21, 2012 from http://www.youtube.com/watch?v=YWh0act_9HE&feature=relmfu .
BiIEPBL (poster), (2011). My restaurant project. Retrieved January 20, 2012 from http://www.youtube.com/watch?v=GvvFdNWvSRI&feature=player_embedded#! .
BIEPBL (poster), (2011). PBL and edmodo. Retrieved January 21, 2012 from http://www.youtube.com/watch?v=2KJmI1ZcBv8&feature=relmfu .
BIEPBL (poster), (2009). Project based learning at hth. Retrieved January 24, 2012 from http://www.youtube.com/watch?v=xfP53Alnbhk&feature=player_embedded#! .
Bresnick, J., (2000). Facilitating Inquiry. Synergy Learning, March-April. Retrieved from http://www.exploratorium.edu/ifi/resources/classroom/connect/bresnick.html on November 1, 2011.
Boss, S., & Krauss, J. (2007). Reinventing project based learning. Washington, DC: ISTE.
Buck Institute for Education and Boise State University.(n.d.). Project based learning. Retrieved October 22, 2011 from http://pbl-online.org/
Edutopia, (n.d). Resources for project based learning. Retrieved October 22, 2011 from http://www.edutopia.org/project-based-learning-guide-resources#pbl .
Edutopia, (n.d.). Maine project based learning. Retrieved October 22, 2011 from http://www.edutopia.org/stw-maine-project-based-learning-ten-key-lessons .
Iwasborntolearn (2011). Born to learn. Retrieved January 21, 2012 from http://www.youtube.com/watch?v=falHoOEUFz0&feature=related .
Laur, D. (2011). How does edmodo support pbl? Retrieved January 21, 2012 from http://biepbl.blogspot.com/2011/12/how-does-edmodo-support-pbl.html .
Uoregon (poster), (2010) Project based learning: Teacher interviews. Retrieved on October 22, 2011 from http://www.youtube.com/watch?v=2wRhrYIZI1Y .
