u01a1 Blog

After learning about the three Project Based Learning (PBL) exemplars for this assignment, a few commonalities jumped out at me. The first thing I noticed was the seamless integration of technology. Even though these examples were fairly dated, they each were able to incorporate technology as a way for students to research or demonstrate their learning. Additionally, all three examples had students being engaged in hands-on experiences in order to help them develop real-life applications of the concepts learned. Finally, these examples all encouraged students to be at the forefront of their learning experience.

In regards to the role of the teacher versus the role of the students, the students take on a much more active role in these PBL experiences. The teacher acts more as a guide or facilitator, monitoring students as they work through the given challenge or assignment. Students are able to research, design, create, and present their discoveries.

As depicted in the articles and videos, these PBL experiences allowed students to be more engaged in their learning, while also being able to effectively grasp new knowledge and skills. The hands on aspect of all three of these examples is the main contributor in both student engagement and performance. Students are required to be an active participant, not a passive observer, which contributes to a higher success rate for all involved.

Technology was used as a tool to enhance student learning, as well. Students were able to utilize technology to research a topic, but more importantly, use it as a tool to demonstrate their knowledge. I particularly enjoyed seeing the geometry students utilize technology to depict the blueprints for their architectural design challenge.

I believe these examples fit the bill for "Gold Standard" PBL experiences, according to Buck Institute.

1. Students had choice in what was studied. (i.e. selecting worms or cystic fibrosis, based on what was interesting or applicable to them)
2. Learning experiences were authentic, and had real-life connections.
3. Each project spanned multiple weeks of researching, planning, designing, and presenting.
4. It appeared as though all students were adequately challenged in each example.
5. There were opportunities to share their learning with members of the public. I particularly enjoyed the architects visiting the geometry students and providing valuable feedback.
6. The elementary teacher who was teaching his students about stocks recognized that the lesson was becoming "boring" and made adjustments as he saw fit.
7. It was difficult to determine the level of reflection students had based on the articles adn videos alone, but I imagine these incredible teachers built that into their units. :)

Overall, I was VERY impressed and inspired by all of these examples of PBL!

Examples Referenced:

Worms / Cystic Fibrosis

Geometry Architecture

Monarchs