u01a1- Project Based Learning
This week, I had the pleasure of learning about various PBL experiences in other school across the Us and enjoyed seeing what PBL looks like in action. Milton Hershey School has recently put many changes in place to support PBL, and I thought it was wonderful to not only gain ideas, but watch other educators guide and facilitate during the actual learning and exploration.
I made several connections with each of projects that were showcased. I noticed that all of the projects were student driven, teacher"coached", allowed for failure/reflection and were authentic to the students current role. Students were incredibly engaged and were working to produce a tangible product at the end. I am a first grade teacher, and I especially connected with the first grade projects on worms and butterflies. I loved that these projects, along with the high school project all incorporated technology components and intrinsically motivated students to assume the role as experts but also investigators in their area of study. I think that learning is best achieved when students can take their knowledge and inquiry and apply it, while also discovering new concepts. This to me is Project Based Learning.
I also noticed that a common theme that I saw in all three projects was real word skill set application. High school students were working on drafting and constructing a new building while incorporating mathematical skills as well as critical thinking (and more of course). First grade students were incorporating writing, science, and fostering personal connections with others. These are all valuable qualities that are viewed as positives when young adults are entering the working world. I think it is fantastic that these students are gaining access to these at such a young age. The exposure enough is wonderful, so imagine what might happen if they continue to build and strengthen these skills until they graduate high school. Students will be MUCH better prepared for the working world without even knowing it! This to me is the jackpot of information acquisition/transfer of information and skills.
The Buck Institute Gold Standards suggest indicators and components in PBL that make for a successful engaging project. I feel that all three of the projects explored today do meet these standards and would be considered wonderful examples of ideal PBL activities. This week's reading/videos has really ignited my excitement for PBL. Great choices, Bill!
References:
Armstrong, S. (2002, February 11). Geometry students angle into architecture through project learning. Retrieved January 20, 2017, https://www.edutopia.org/mountlake-terrace-geometry-design.
Curtis, D. (2001, October 1). More fun than a barrel of . . . Worms?! Retrieved January 20, 2017, https://www.edutopia.org/more-fun-barrel-worms.
Curtis, D. (2002, June 6). March of the Monarchs: Students follow the butterflies migration. Retrieved January 20, 2017, https://www.edutopia.org/march-monarchs.
Institute, B., & Education. (2015, April 21). Gold standard PBL: Essential project design elements. Retrieved January 20, 2017, from: http://www.bie.org/blog/gold_standard_pbl_essential_project_design_elements.
