By Evan Mellsen, Living Waters
I just got back from a PBL (project based learning) in one of my most beneficial PD’s I have ever encountered. There were several things that made this PD inspirational, including a good balance of work time, instructional time, and reflectional time. Through this PD, I learned 5 really important things that will help me to run an effective project that I didn’t really consider in the past including:
1) The driving question needs to lead to exploration.
In order to do this effectively, you need to ask your driving question, and than be prepared with a pen in hand to record any questions that the kids might have about the driving question. These you write down, and use them as a checklist for what they need to answer through the project. As they do, you check them off, and as they ask more good questions, you write them down. These are called guiding questions. Below is an example of something that me and my partnering teacher came up with
– Driving Question: How can you as an explorer make sure you don’t die in pre 1700 Canada?
– Guiding Questions: How will we show our learning
- What will the guide look like (here you will show some different example of “guide books.”
– Which first nations groups farmed
– How did those first nations group farm
– How did they acquire food
– Why did they farm
– Which European countries farmed (that came over)
– What challenges did farming possess in North America?
NOTE* These are just some of the questions that they might ask…if you want them to answer more, you may need to lead them to some of those questions (assuming they don’t come up with them on their own)
2) NO DESSERT PROJECTS!
It was made clear to us that dessert projects are where teachers teach the entire concept and than have the kids do a project that shows their learning…This is not PBL!
PBL is where kids come to the learning by answering their own questions about the Driving question. It is for this reason that the guiding questions that you begin with are so important. If kids are struggling, these guiding questions can direct their research. It is through stepping away from the need to dominate the kids learning that the kids will be able to find their own learning. This can only be done if we walk away from the dessert table, and let the kids be the cooks.
3) Create an atmosphere of positive reflection
Having the kids create goals and meet timelines is important. Set timelines where the kids have to show what they’ve done (to the class, teacher, or outside source), and have others comment/critique on the progress. This forces kids to meet deadlines throughout the project and gives them practice on their presentation in an informal way so the final project is not a big deal. It also allows for them to be more responsible for their work ethic as they may feel the need to do the work so that they don’t look bad in front of their peers. Have these timelines posted so that nothing comes up as a surprise. You want the kids to take responsibility, not be embarrassed.
4) Don’t be afraid to take the learning outside the classroom.
Experts became that way for a reason. Allowing experts (Doctors, Engineers, or in the case listed above, Native Elders) to take part in the project through teaching, fieldtrips, or even as a group for the project to be presented to gives the project a real world feel that can help to motivate the kids.
This is also where you can go cross curricular. The assignment listed above hits several Science, Social, and English objectives. Projects can be done (various parts) in different subject areas if your willing to collaborate with other teachers.
5) Mark creativity and collaboration.
It’s okay to give them grades for their creativity. A good project is creative because creativity captures the audience’s attention. Collaboration is also important. Kids need roles, so have them write down the responsibilities of each person and sign a contract outlining their responsibilities. The final mark should be a blend of creativity, final product, and collaboration
On the collaboration note; If teachers collaborate with each other to hit various outcomes from various subjects, teaches the kids that learning doesn’t need to stop when they exit one classroom.
In summary, this workshop changed my mindset from having the kids do dessert projects, to having them create 5 course meals in the kitchen. From eating the food, to creating it. It is in the creation and problem solving (through the guidance of the teacher) that true learning happens, and though the guidance of this project, I was able to see the light.
