Kimberly Trott

Reflection

Our class was a fantastic representation of Project Based Learning in action. Initially we were given the task to complete the basic framework for a unit within our classroom by the end of the week after being in class all day.  Just like my students, my thoughts ran away thinking this was just too much to get done.  I quickly realized that with examples, embedded instruction, time, and assurance that it was entirely possible to construct my unit (project) within the given timeframe.  The construction of the unit is not perfect but the structure is there.  Just like in PBL the project became the central focus for demonstrating our understanding of PBL and having it evidenced in the unit plan.

Project based learning is meant to involve the students in the learning by making them active participants in the learning itself.  The realization is that in order for my unit to be successful, my students must be active learners and learn to take on responsibility. My part is to trust the students as learners and turn responsibility over to them.  The skills envisioned by the SC graduate are all of those needed to participate in a PBL unit.  If they are not using integrity, self-reflection, global perspective, perseverance, knowing how to learn, critical thinking, collaboration, creativity, or just knowing how to learn they may not be good employees. Just two nights ago on a walk downtown in a conversation with a man walking on the trail he mentioned he use to work in manufacturing and told me that he had stopped hiring young people because they just had no work ethic.  He mentioned that they do not show up on time, they quit without notice, and they just argue about working hard. So if employers are looking for these skills and the students need them they obviously must be mirrored as much as possible.  Since we are teachers, we can mirror these soft skills in the classroom.

The hardest part of all of this is to integrate real world learning into the curriculum.  For non-tech savvy teachers or older teachers it would be beneficial for the district to offer classes on how to use all of the successful protocols, and technological devices in use now. They would not have to be long but one to two hour classes in which teacher actually practice the technology.  Teachers who integrate PBL into their curriculum have the task of informing their students as to the implications of PBL for them as learners.

Overall, it is obvious that PBL has made me more aware that critical thinking, creativity, collaboration, and communication are all essential on a daily basis in the classroom.  As planning takes place these four elements must be present in PBL.  Students need to be able to use critical thinking by using research skills and apply what they are learning to the project.  Students should be using creativity in producing their project or even within the protocol activities.  Students must be collaborating and communicating with fellow students and the teacher in a positive manner for successful completion of the project. 

PBL may not end up being the magic wand but it is important to update and try new models of teaching.  Falling into the same old patterns of pulling out the three ring binder and giving the same worksheet every year is sure a lot easier. That method of teaching is boring, and frankly is a reason for teacher turnover and is not going to give our students twenty first century skills. This class has helped me open my mind to other possibilities to explore and implement.  PBL units require teachers to begin with the end in mind and work backwards.  The biggest end in mind is that what they are doing in classroom needs to relate to today and involve the students on multiple levels.