Makisha Fowler-Miller Blog Post #5

What I Used to Think/But Now I Know

I use to think that PBL was just learning through projects. I thought that I would have to give the students everything they needed and they would have to figure out how to successfully solve any given math problem. I was worried that it would be hard to find projects that would align with the math standards. I also didn't really understand how PBL applied to my math class and was worried that my students would not be motivated enough to inquire about information they needed to learn on their own.

But I now know that PBL is a teaching method where students are able to use their investigating skills to  gain knowledge while engaging in interesting and challenging projects. I now know that it is okay for me to teach mini lessons to help guide students successfully through project. I have learned that it is not always necessary for me to be in front of the classroom in order for my students to learn. 

I was really stressed about PBL in the beginning but with your help and the help of my co workers I feel that my students were very successful. If I had to change anything I would have made sure my students had more supplies available just in case they wanted to create something 3D instead of just having them make a poster or presentation. I would also make sure that I able to get a travel specialist to come in.
                         Pre-Test                                                Post-Test

75	90
90	100
80	85
65	85
80	90
65	75
90	100
50	80
90	85
90	95
80	95
95	95
60	85
90	95
70	85
65	85
70	80
75	85
75	85
80	95
90	85
85	100
65	90
75	90

Video Self Analysis Post #2

I implemented a silent debate with my students. Within this exercise, I had students silently debate the things they needed in order to get a good job. Throughout this activity, I encouraged students to write as if they were texting and talking about what they needed to do/ say or show in order to get a good job.  While students were working they did have some off topic conversation, the next time I use this within my classroom I will be sure to give more examples of appropriate silent debate conversation in order to set them up to be successful. I had many students take this assignment and truly dig into the necessary skills to be successful in a job. A few things that students were able to generate independently is the need for you to dress professionally, talk professionally and avoid text lingo, have a clean record, and get good grades. One topic that I was looking for and hinted at in our post discussion is the need for a resume. This activity was to lead into their resume writing workshop. Many students felt confident in this activity and made it a protocol I would like to use again within my classroom. I was impressed with the authentic conversation we were able to have after the silent debate and some thoughts were generated in the post conversation and not documented on paper. I really enjoyed seeing students converse on a different platform and challenge them to discuss topics through writing amongst their peers. A key aspect to this activity was to draw students to a better understanding of the skills to be successful and not only land a good job but also to be successful within the world. I enjoyed the post discussion, because we were in red ribbon week and one of my students made a connection between landing a good job and being drug free. I highlighted that and connected it to the weekly activities that school was participating in. My next steps of instruction is to discuss what it is to dress for success. I saw only a few students noted that and I knew this topic was crucial to their success in the mock interviews as well as success in their future careers. Overall, I saw this activity as extremely successful and I look forward to having my students take part in a silent debate again in the future.

Kristi Winslow- Blog 5

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

Sarah Golightly--Blog Post 5

Sarah Golightly—Blog 5—What I Used to Think/But Now I Know

I used to think that ELA was stories, essays, and grammar lessons.  Project based learning is exciting.  It’s also exhausting.  I had no idea what I was in for, but I have enjoyed the newness of this venture.  I have really liked offering the students mini projects instead of the questions on a story. 

I used to think that I had to bring everything to the table, but through the Genius Hour I clearly saw that students have talents I could have never imagined.  I used to think kids would have a great deal of resistance when asked to speak before their peers.  I was wrong.  Ninety percent of my students couldn’t wait to present for the genius hour.

I used to think that I project based learning worked best in a science or math class.  I see now that it’s great everywhere.  It’s fun for the students and the teacher.  The walls only exist in the room and not in the mind.

I used to think that I was working hard.  I was mistaken!!!