In each case, the students learn through a series of projects, rather than direct instruction. The goal of these projects is to design an engaging lesson from which students want to learn and which offers cohesiveness. Armstrong chronicles the Geometry classes as they explore the design requirements and enhancement opportunities for school buildings. The project creates "hands-on, real-life applications of mathematical concepts, as well as the value of experience in working as a team to produce a product" (Armstrong 2002). For these students, the lessons become more than isolated units with assignments and tests. Instead, they mimic situations students may encounter in their future. Curtis writes of projects involving collaborative approaches. Through online databases and large scale collaborative projects, students interact beyond the classroom, state, and even country as they track the movement of butterflies, the blooming of flowers, and other seasonal variations (Curtis 2002). This connectivity reinforces the global nature of education, commerce, and industry. Through their participation, students are diversifying their cultural awareness early on.
Project Based Learning is delivering results. In Newsome Park Elementary, disciplinary incidents are decreasing, absenteeism is decreasing, test scores are rising, and children are actively seeking information and feedback. Curtis documents the extension of learning beyond the classroom as well, highlighting the increasing detail and energy involved in responses to "What did you do in school today?" (Curtis 2001).
The common connection between these three classrooms and the problem based learning strategies they employ is the reorganization of learning methodology. Instead of focusing on isolated content, the classes are using multidisciplinary scenarios. ".. math, writing, reading, and other subjectsw are interwoven into the classroom projects and applied just as they would b in the real world" (Curtis 2001). These scenarios represent a real world examplar application of the desired learning. They involve research, communication, collaboration, and presentation. In Newsome Park, there are three phases to each project: 1) engaging in discussions and creating questions, 2) field work, interviews, and research, 3) presentations (Curtis 2001).
Technology is also a common factor in the projects. Technology has evolved and is easily incorporated into the classroom. Through internet resources, students can conduct research. Communications technology allow students to interact with experts in field. Digital media technologies allow students to share and present their results.
Project Based Learning does not replace teacher knowledge and skills. Just because the students are more active in their learning, does not mean the teacher has less contribution to the learning process. Instead, problem based learning may mean more work for a teacher. "Project learning ... requires flexibility and the ability to take a kernel of an idea and set it off in a positive direction" (Curtis 2001). Teachers become guides and assistants in the process. The teacher is a mentor during the discovery processes, setting up opportunities for student success, providing feedback and encouragement, and linking students with resource opportunities. Armstrong reinforces the feedback portion of the project, highlighting Mountlake's rubric and reflection aspects. In this course, rubrics become tools for feedback, not simply for grading (Armstrong 2002).
The success of project based learning arises from its ability to engage students and encourage them to think about learning as a process instead of a set of facts. PBL allows students to erode the discretion of content areas and apply learning from math, english, geography, etc to one project. There is no need to learn content for the sole purpose of passing a test. PBL increases the communication between teachers and students, students and students, and the classroom and community. The resources in and beyond the classroom support the learning needs. Along the way, there is no sacrifice in academic standards or content. Instead, the material is presented in a more holistic manner that is engaging, supports greater acquisition and transfer.
References
Armstrong, S.
(2002, February 11). Geometry Students Angle into Architecture Through Project
Learning | Edutopia. K-12 Education & Learning Innovations with Proven
Strategies that Work | Edutopia. Retrieved March 18, 2012, from
http://www.edutopia.org/geometry-real-world-students-architects
Curtis, D.
(2001, October 1). More Fun Than a Barrel of . . . Worms?! | Edutopia. K-12 Education &
Learning Innovations with Proven Strategies that Work | Edutopia. Retrieved
March 18, 2012, from http://www.edutopia.org/more-fun-barrel-worms
Curtis, D.
(2002, June 6). March of the Monarchs: Students Follow the Butterflies'
Migration | Edutopia. K-12 Education & Learning Innovations with Proven
Strategies that Work | Edutopia. Retrieved March 18, 2012, from http://www.edutopia.org/march-monarchs
Outstanding review! You have captured just about every essential aspect of PBL from real world application to the application of technology to potentially global collaboration. Great post.
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