Makisha Miller Blog #5

What I Used To Think but Now I Know

When I walked into class, I had no idea what Project Based Learning (PBL) was but with the help of Mrs. Mitchell I learned all about how PBL could benefit any classroom. Project Based Learning (PBL) is student centered learning where students learn through experience of solving open-ended questions. PBL can be used in any subject area. PBL removes the teacher from always being at the front of the classroom teaching and makes students more responsible for their learning. Teachers are more like facilitators while students are asked open-ended questions that help them to gain knowledge while working on projects.

The Profile of a South Carolina Graduate relates to PBL because they both help to get students ready for the real world. The use of PBL's will help students get used to working with others and it teaches students teamwork. PBL also teaches students to be accountable for their learning and that is a great part of the Profile of a South Carolina Graduate.  PBL and the Profile of a South Carolina Graduate work hand in hand to teach students that sometimes it takes a team in order to get things done and that sometimes two, three, or four brains are better than one. PBL and the Profile of a South Carolina Graduate work together to teach students how to be independent and responsible learners.

I really enjoyed this class! I learned so much through the collaborations and protocols we used in class. My favorite protocol was the silent protocol. I loved having to communicate with other teachers without saying a word. This protocol will be the first one I use in my class. I really want my students to be able to work together in silence and when things are crazy. Thank you so much for teaching me this week. I have never had a teacher in my teaching career with so much passion. I really loved your class!

Taylor Thomas - Blog 5

According to the Buck Institute of Education, Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. This approach to teaching encompasses eight essential elements. Together these elements require teachers to challenge students by providing rigorous and in depth learning experiences.

The Profile of a South Carolina Graduate relates directly to PBL. The quality of learning that PBL necessitates meets world-class knowledge and skills. Life and career characteristics are developed through working effectively and efficiently together. These alignments are important to understand in order for teachers to meet the needs of 21^st century learners and create success for all. Students need to understand these connections relate directly to their success not only as a student, but prepare them for the real world. PBL lends itself to doing just that. Making learning meaningful and relevant creates authentic experiences for students to take to new heights.

I am grateful for the opportunity to participate in this class. My approach to teaching has always been problem/project based. I began my teaching career at an elementary school in the beginning stages of moving toward PBL. This was an advantage to implementing PBL as everyone was working together with the same vision. The climate was the same for all teachers and students. As a middle school teacher, not every unit has been true PBL for my students. I am looking forward to this change in our school and district. By taking this class, I am confident I will encourage and influence teachers that may be a bit skeptical. Wonderful PBL units have cultivated that can be shared and modified for many disciplines. I am excited that Gable is taking on this initiative and cannot wait to collaborate with teachers and watch students soar. 

Mandy Irick Blog Post 5

My knowledge of PBL was very limited and superficial. At first, I was not sure what the buzz was all about due to the given rotational nature of the educational system promoting a “best practice” that will eventually be replaced with something else. When I first began researching the ideas, I had this misconception that PBL was completely the students’ choice on a topic of interest to them without any teacher’s influence other than making sure they somehow covered the standards. As an educator, we allowed students complete control over the project from beginning to end. This obviously made me very worried about how I was going to ascertain grades while making sure students are learning the appropriate grade level standard. It also lead to the dreaded question of “how will I get grades” or “is it fair to grade group work” or “will parents understand this new method?” All of these are really misconceptions that were dispelled once I immersed myself with learning more about PBL through the cohort, research articles, workshops, school visits and Dawn Mitchell. However, these are common things that all educators at some point worry about with transition to this methodology. I often worried will I have to remove every practice that I have in place to make room for this new one. At times, I was also overwhelmed with thinking there needs to be some grand final product that is a model. Although my knowledge is still a work in progress, I feel that I have cleared up many of the misconceptions that have been floating around in my brain. Yes, PBL requires a methodology that has specific components that will have students reach their maximum potential. My schema has shifted because PBL is now just a more valid and in-depth way to teach our standards. Normally I change my delivery method or protocol based on the content and my learners’ needs. PBL lends itself perfectly to this because I am putting a new spin on the same standards as before but making it more interesting and relevant to my students. My goal has always been providing the best in order to meet the learners’ needs which PBL does this. Another misconception cleared up was that you do not have to eradicate everything to complete a PBL. Yes, if you provide a classroom environment that is deeply entrenched in a traditional method, you are going to have to make some shifts in how you model the class. Yet, you can still use activities, materials, literature and even tests as ways to bring about an awareness to the concept you are hoping they learn. You still have to have formative and summative assessments. The biggest and most important lesson learned was PBL is all about providing choice and voice. The choice by allowing students to pick areas of interest for them and making the project one where they can highlight their talents whether it is a choice in materials or the outcome. Voice is also important when letting students talk about their struggles and opinions. Having students communicate and build connections is important. Students are able to provide feedback in a least restrictive environment in authentic ways to help them grow as a learner. The voice and choice help students to learn how to be real world problem solvers and communicators. The goal for every teacher is to provide students with as many really world experiences in order to create a well-rounded productive citizen. If we are to be true to the Profile of a SC Graduate, we need to utilize PBL in our classrooms. It is not enough for students just to have a sound knowledge based. The world is filled with technology that at a click of a button, you receive the data needed. For a student entering into college, the workforce and beyond, they need to be able to not just restate the information but synthesize, analyze and apply it to whatever problem they are facing. Traditional skill and drill does not produce those learners. PBL does by pulling information into current situations and real life scenarios that students will face in their daily lives. By providing them with a platform for constructing and planning, communicating and strategizing, we are helping them be better equipped when the situation arises in real life. PBL provides students with the soft skills that often we do not think about how important they are. I often forget that in order to work collaboratively, students need to work on creating ground rules and protocols such as a contract. For digital media, students need to have an understanding and basic working knowledge of the application in order to make a product. So many soft skills taught during the PBL process are valuable lessons that will be used beyond just being in the classroom. As educators, to grow the SC Graduate, we need to begin by giving them all the tools that will make them successful like communicating effectively or participating in feedback sessions. Listening to the TED talk and participating in the class models really help me to develop an understanding of how I want my PBL to look in my classroom. I think that without having participated in the activity, I would not have had the understanding of it so I could effectively convey it to my students. The TED talk inspired me to offer plenty of student voice and choice within the construct of the project. This is why I went to social media since it dominates our society. It allowed me to think about the validity of the project that I was exposing them to so I could explore the middle school mind (frightening I know!) and see how they view the world. The classroom models that we participated in help me gain insight into knowing which would work effectively in a particular situation or scenario during the project. The class overall really gave me a chance to think and reflect on the materials that I was presenting to my students. I had time to receive other viewpoints and feedback so I could make this something that would be of interest to all my students no matter their personality. I hope to establish a learning community like we have in our cohort.

Julianna Lux Assignment 5

What I Used to Think/But Now I Know

I have a confession to make: I was very skeptical about Project-Based Learning (PBL) at first.  I have been part of a PBL committee for the past two years and researched it a little bit on my own, but I never really understood what it was.  Sure, I knew how to create intriguing projects, and I did on a regular basis (Odyssey Amusement Parks, Dream Montages, Shakespeare Festival Stations), but I never really understood everything that went into implementing a PBL.  I thought that if I introduced the project at the beginning of the unit, reminded my students to be working on it throughout, reviewed it a few times along the way, and then had them present, I was doing a PBL.  I spent hours searching the internet for ideas on how to implement PBL in my classroom, but I never understood what I was looking at and couldn’t figure out how to use it.  The closest unit I found was an I-Search unit that was inquiry-based; I tweaked the unit (it was initially a lower-middle school unit) to use in my classroom.  Even doing that, despite providing multiple opportunities for feedback, sustained inquiry, and reflection, the unit wasn’t quite PBL because I wasn’t providing opportunities for choice or collaboration.  I was told it wasn’t PBL, and my frustration with PBL turned to disdain for PBL.  When this course was offered, I reluctantly accepted because no one else in my department was available for the week.  

After learning more about PBL, creating a full PBL unit, and receiving feedback and validation from my colleagues, I’m sold.  Students and teachers can both benefit from implementing PBL in the classroom.  According to the Buck Institute’s Gold Standard Project Based Learning, a PBL unit will provide students with the opportunity for choice and voice during the learning process of a unit.  Standards and skills are embedded into lessons that directly impact the outcome of a project as opposed to being a part of isolated traditional lessons. Students collaborate with each other to solve problems, think critically, provide feedback, and create projects.  Even though collaboration is a key element of PBL, the project does not need to be a group project (this was an initial concern of mine that was assuaged as the week progressed).  Because students are working together to solve real world problems or as real world roles, they are taking their learning to a different level that provides them with the skills they need to be successful in the world well beyond my classroom.  With PBL, I am providing them with opportunities to think outside of the box and challenging them to reflect and to grow as a result of the learning process.

I am very excited about my Learning from the Past PBL unit.  I’ve taken a project I’ve completed only once before and tweaked it to fit the Gold Standard PBL.  I’m adding an elevator pitch and entry event (hopefully a visit from a veteran) instead of just handing them a project sheet and jumping right in. My students will be collaborating to create interview questions instead of coming up with the questions on their own.  Students will practice giving interviews with each other in order to receive “I think...I wonder…” feedback from each other.  Inquiry is sustained throughout with numerous opportunities to generate questions and conduct research and interviews to find the answers.  I’m hoping to partner with the art department to create cover pages for each of the booklets.  The final booklet will be a public product that is presented to the interviewee as a gift.  Students will create a digital showcase to highlight what they’ve learned and present it to the community.  By becoming an interviewer and historian, students gain a sense of authenticity in the product, and by sharing the final product with those who helped them along the way, students gain a sense of urgency and desire to do well.

This course provided me with an opportunity to see PBL in action.  As early as the first day, we were thinking critically about the previous units we’ve done with our students and the ways different protocols and student choice could be added to PBL to engage the students in the learning process.  We collaborated with each other, providing feedback and useful suggestions for individual units during the Gallery Walk and Critical Friends Protocols.  We talked (even when we shouldn’t have) about our projects, bouncing ideas off of each other in the hopes that we could build each other up and create successful PBL units.  The class was organized chaos at times, and I loved it.

I am so glad that I took this course. I’m sold on PBL, and I can’t wait to advocate and promote it more at DFC.

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.

Sarah Garner; Blog 5 We did it!!!!

What I Used To Think/But Now I Know

Going into this course with only one semester of teaching under my belt, I was extremely nervous. I was unsure if I had the experience to complete this course. I learned about project based learning in my undergrad, and I was always wanted to learn more about it. When this opportunity arose I was hesitant because I will be going through induction next year and SAFETY the next. It was a lot to put on my plate, but I love a challenge. So I buckled my boots and prepared myself for my first graduate level experience, learning more about something that I found interesting. As I stated, I learned a little about PBL in my undergrad, but not much. I believed it was just a project at the end that would take up all my time, and the students would not learn anything from it. However, PBL is so much more than that. You start with the project and end with the project when PBL is incorporated correctly. The students learn through a real life scenario that could possibly be accomplished in real life. The students learn to think critically and how to problem solve. These qualities learned through PBL is connected directly to the Profile of a South Carolina Graduate.  It is important for our students to understand this correlation because it shows them that they will be ready to enter the workplace. They will graduate high school, either pursuing higher education or not, they will be able to enter the workplace with qualities employers are looking for. Through PBL the students have pride and a sense of accomplishment about their project. The book Setting the Standard for Project Based Learning stated, “PBL is an instructional approach that encourages both students and teachers to dig deeply into a subject, going beyond rote learning and grappling with concepts and understandings fundamental to the subject and the discipline.” As I went through high school, only four years ago, I never learned through project based learning. I learned through drill and practice, memorization, and very few projects. I never truly dug deeply into a subject. That makes me extremely sad as a teacher now.

Throughout this course, as I learned about PBL I applied my learning to my own project that I am going to use in my own classroom. I started with the project in mind, as I learned I applied to my project, and I am able to use it in real life. We constantly had to collaborate and communicate with our classmates through different protocols. This class modeled exactly what a PBL classroom should look like and I will be able to go back to my classroom and model it for my students.

EDCI 671

Christi Coomes

Blog #5

What I Used to Think, but Now I Know

            Problem based learning has always been an interest of mine, but I was always concerned about student accountability and having one student do all the work.  I thought that group projects tended to be unfair. In addition, the grading of a project seemed to be daunting.  How do you assess learning within a group when you cannot monitor every second of every group? The following memes sums up my thoughts.

However, my views on group learning has changed with problem-based learning with this class. First, the protocols have helped me feel more comfortable with assessment and accountability.  Consensus Protocol is an example of one activity, which insures all members are participating and it is a quick assessment of understanding. 

Most of the time projects are contrived to address standards but have no real connections to the world and problems that exist in it.   PBL promotes critical thinking, creativity, collaboration, and communication for all students.  The essential question of inquiry is one, which involves an authentic world problem.  Thusly, students will be more apt to engage in the learning process.  When you give students choice they are more likely to engage in the creative problem solving process because they have an interest connection.  When we allow students to explore their dreams and interests, we get better results in learning. 

Our students are preparing for jobs that done exist.  They may major in a field that does not exist yet.  Therefore, we need to prepare students who can problem solve, use critical thinking skills, communication, collaboration, independent thinking, and thinking outside the box.  Since, you cannot teach to a curriculum that does not exist, you have to teach learning skills that will allow students be successful in any academic field. 

I truly think that this class has given me the tools to effectively implement project based learning in my classroom.  An engineer friend of mine says that the hardest employee to find is someone who can think outside the box and problem solve.  Students need to be able to solve a problem that is presented in a real world situation and PBL naturally lends itself to creating problem solvers because they are having to solve a meaningful problem which has relevance and can impact their community.  In essence, it has real meaning and is not artificial.  Hence, students want to learn and produce a product that is useful.  This meme sums up my views. I love PBL!