Kristi
Winslow
What I
Used to Think and Now and I Know
Working through this PBL unit, of my
students creating a children’s book to display their knowledge of cells, my
students were successful with their final products as well as displaying their
mastery of the content in this cells unit.
My students learned how to take their prior knowledge of plot and
characterization and apply it to their children’s books while incorporating
their new knowledge of cell organelles and their functions. They grew in their writing skills,
collaboration with their classmates, and their mastery level of cells.
I used to think that incorporating
PBL or STEAM plans would be difficult for my particular group of students. I have now learned it is more beneficial for
my group of students to do more hands on and visual work for them to be
successful in their learning. They are
have shown me their overall interests in school and their passions of what they
enjoy to learn or talk about through the creation of their stories. This is a great alternative to direct
instruction and I love being able to allow my students to use their
imaginations and their creations to teach themselves, with teacher
guidance.
The only changes I would make with
this experience is providing my students with more examples of what it is I am
wanting them to create. Some of my
students had a difficult time processing the concept of incorporating cells
into their stories and they ended up just placing the name of the organelle
rather than using analogies to connect it to a character in their story. Now that I have completed this project, I
have plenty of examples for my students in the future.
|
Student
|
Pre-Test Grade
|
Post-Test Grade
|
|
1
|
70
|
100
|
|
2
|
50
|
84
|
|
3
|
72
|
86
|
|
4
|
34
|
66
|
|
5
|
50
|
92
|
|
6
|
64
|
92
|
|
7
|
28
|
48
|
|
8
|
80
|
96
|
|
9
|
56
|
96
|
|
10
|
60
|
94
|
|
11
|
64
|
96
|
|
12
|
36
|
93
|
|
13
|
20
|
54
|
|
14
|
42
|
62
|
|
15
|
42
|
74
|
|
16
|
68
|
92
|
|
17
|
32
|
58
|
|
18
|
48
|
100
|
|
19
|
44
|
100
|
|
20
|
58
|
100
|
|
21
|
22
|
84
|
|
22
|
52
|
68
|
|
23
|
20
|
35
|
|
24
|
35
|
74
|
I thought everything was going to be difficult too!I loved seeing your PBL and am looking for ways for us to collaborate.
ReplyDeleteI think that having examples from previous projects is always helpful. I agree that it is more difficult the first go round of any new project.
ReplyDeleteI agree, having projects or products from previous students is helpful. On the flip side, some students can tap into their creative thinking and produce something more original without having examples to guide them. I am so used to modeling expectations for my students I too like having exemplars. :)
ReplyDeleteHi Kristi,
ReplyDeleteI enjoyed reading your final reflection and am thankful that this fall pbl unit of study was beneficial for your students in providing them with hands on opportunities to learn about the parts and functions of cells and then to share what they learned through the creation of a children's picture books. Reciprocal teaching is one of the most effective instructional practices according to John Hattie (2008) and it is clear from your results that positive student outcomes resulted for the majority of your students. You shared in your reflection how some of your students struggled with understanding the concept of creating a picture book that is both enjoyable to read but also teaches a concept. Having examples from this year's class will be a helpful support for next year's group. Sincerely, Dawn