Tieraney Rice Final Blog Post Assignment

I Used To Think:

qA quiet classroom meant that students were fully engaged in an assignment

qA quiet classroom=excellent teaching and classroom management

qHaving students complete a project after a unit was effective

But Now I Know:

qThe only way a teacher knows how engaged students are in an activity is to watch and listen to the students communicate with each other in a classroom

qA busy classroom=excellent teaching and student expectations have been modeled, practiced, and discussed

qThere is a difference between projects and Project Based Learning

Project Based Learning (PBL) is an approach where students learn the material from completing a project that is driven by a driving question.  These are not projects where students simply apply what they have learned from traditional instruction.  John Larmer and John R. Mergendoller of the Buck Institute for Education 2010 refer to the PBL approach as “The Main Course.”   They refer to students simply doing a project after completing a unit as the “dessert.”  Unfortunately, I have to admit that I’ve spent most of my time as a teacher creating “desserts” instead of ”main courses.”  Oh, how that is about to change!

I’ve learned that PBL allows students to think critically, problem solve, collaborate with classmates, make changes, and be creative.  I think a huge part of it is also that although the project is fueled by a driving question, the students can take it in other directions at any point.  When this happens, the teacher has to be flexible and willing to make changes in the plan.  The teacher acts a the facilitator, which makes the learning process so much more meaningful to the students. 

This focus on serving “Main Courses” in my classroom and not “Desserts” is going to cause me to be more thoughtful and flexible in my planning.  I will no longer jump in quickly to solve problems for my students while they are working.  Instead, I will lead them to problem solve and make discoveries on their own.  I’m looking forward to being a true facilitator, and not a teacher who dominates.  I’m also looking forward to creating more projects with my students that connect to the real world. 

As I planned my project with this cohort, I experienced exactly what I expect from my students as they engage in the project.  I had to do much critical thinking as I planned the activities and protocols for the unit.  I had to be creative starting with the title of the unit down to the public product.  The collaboration with other members of the cohort was priceless.  Through protocols like the Gallery Walk, Critical Friends and many others, I received a lot of feedback that caused me to make changes and/or add to my project.  Because of the communication we experienced with each other, I have a better project now than what I started with.   I am beyond excited to watch my students experience these things as well.  In the words of Dr. Seuss, “Oh, the places we’ll go!”  

Reflections on PBL

Project-Based Learning, or PBL, is the concept that students learn material by completing an extended, in-depth project.  This project, at its gold standard, must stem from key knowledge and standards, require critical thinking and problem solving, answer a driving question, sustain inquiry, be authentic in nature, have opportunity for reflection, critique, and revision, and have a final public product that is relevant to the student or the world in which they live.  Though I had heard of this teaching method before, I didn’t know much about the process or how effective it could be. More importantly I had no idea how to implement this in an orchestra setting. To be quite honest, I needed some graduate hours for my 18+ level and this class would perfectly fulfill that need.

 In short, I came in with the expectation of checking a series of classes off a list and moving on with my life.  But I could not have been more misunderstood about PBL.  It took less than a day in class to realize the benefits of teaching and facilitating using PBL.  By completing a PBL Unit in class, I was immediately drawn to the method.  I can stand in front of a classroom and deliver information with great accuracy and excitement on my own part, but to get students involved in what they are learning and make it relevant to their own lives will make the experience much more organic and meaningful.  Not only that, but it breaks up the monotony of a lecture style teaching method that I have been using for years.  By stepping out of my comfort zone, I am embracing the fear of the unknown and having faith that I can succeed.

Because orchestra is a performing arts class, it can sometimes be difficult to justify its existence to parents, board members, or administrators.  Luckily my district is always supportive, but having previously taken a STEAM course and learning more about how the arts contribute to 21st Century skills, PBL now ties my class right back in with the Profile of a SC Graduate.  I realize now that many of my lessons and performance preparations bordered on PBL but may have lacked some key elements.  Fostering reflection, critique, and revision will create an environment where I can encourage performance and correct mistakes made by my musicians.  More importantly, they start to recognize quality work in themselves.  This will carry over to their practice time, their performances, and by nature of repetition, to their school work and lives in general.

Looking back, I do consider it a blessing, however ignorant, to have come to the class with the mindset of completion instead of revelation.  How many of our students show up to our classes excited to learn every single day?  Do we not reach out to the most stubborn of students in an attempt to get them involved and excited about their education?  I know now that using PBL in my classroom will not only change the way my students learn, but the way that I teach.  No longer do I feel the need to spoon-feed information to every student in an attempt to get it “right” faster.  I can see now that by changing my approach to teaching and allowing them to discover, make mistakes, fail, and learn from doing, that not only will the material be more relevant to them, but it will stay with them for much longer and hopefully have a profound effect on their lives.

Final Reflections on Intro to PBL

What I Used to Think/But Now I Know

 Coming into this course, I already felt like I had a lot of background knowledge about project-based learning, as I had taken the Intro to PBL course online through Converse College this spring. And yes, I had actually accumulated a wealth of knowledge about the philosophy of project-based learning and why it should be “the way of the future.” And yes, I was already 100% on-board with using it in my classroom on a consistent basis. But, what I DIDN’T have was a solid grasp of the process for creating a true, authentic PBL unit. That changed EVERYTHING for me! After taking this class with our cohort, I realized I had gone through the process as a student of PBL and come out understanding so much more what it was like for the teacher and the learner. This is invaluable, because I had to live through the discomfort and the tough moments just like my students will, and I now trust the process because I can see all the ways I grew from enduring it. (P.S. I apologize for my sincere and complete lack of trust as we were in the throes of it!)

To me, project-based learning is a methods and a means for students to engage in authentic, real-world learning that has significance for them. It is a way of learning that is open-ended and requires investigation and a depth that we never see in rote learning of content. It utilizes student voice and choice, and results in more engaged students who feel that they matter in the process. It’s designing learning with the student at the heart of everything that we do, every decision that we make as educators, and more than anything, it values curiosity. What I love about PBL is that it connects to the Profile of the SC Graduate in all the most meaningful ways. PBL promotes creativity, collaboration, critical thinking, and communication. I felt ALL of that as we went through Dawn’s PBL unit for us this week. We had to think outside the box, we talked almost constantly, we shared ideas and supported each other even when we were critiquing projects. We walked the walk! These skills are so important for our young people, and I’m so thankful to be in a state that recognizes the importance of more than just reading, ‘riting, and ‘rithmetic! It’s also good to see that PBL promotes self-direction, global perspective, and work ethic…. So many of the things that millenials are under attack for lacking. I think that by explicitly teaching these skills through models such as PBL, we are empowering our next generation to change the world.  

Sir Ken Robinson’s talk about students’ dreams definitely lit a fire under me as a teacher to honor my students and the unique gifts, talents, and interests that they bring into my room each day. We’ve known for years about the value of differentiation, but PBL makes it so that every child gets what he or she needs every day without creating ten different assignments. They come at the project with their own history, their own voice, and their own passions, and because the assignments in PBL are more open-ended, the students have the freedom to get behind the wheel and drive their own learning using the strengths and improving their weaknesses through the process. (Just like I had to do this week!)

From here, I will move forward with PBL integration into my classroom with the confidence to know that, no matter how tough the road is, it is going to make a difference in my students’ lives. When I’m in the shadow of the valley, I will remember that nothing matters more than creating an engaging classroom environment that honors curiosity, and I will just keep holding on, knowing that in time, things will get easier and my students and I will be better for it.

Thank you for EVERYTHING, Dawn. You are an inspiration for us all, and I can't wait to continue this journey with all of you magical ladies! Happy back to school, y'all! :))))

Final post - Angie Siegfried

     Project-Based Learning has opened my eyes to a better way of planning to ensure I keep “what’s best for kids” in mind when teaching and preparing for teaching.  I had not considered using PBL in my classroom because of the population with which I work.  My students are from high poverty and are extremely behind academically. My thinking was always on catching them up with rote practice. Practice is how they will learn! In doing this, I, unintentionally, have not taught them to reach their fullest potential, but that is going to change.  

    My focus, as with all teachers, is on increasing student achievement as reported by the state.  With such a strong emphasis on standardized test scores, we, as a system, have forgotten what school should be about for kids, and have taken the excitement out of learning.  Standards and data are essential, but knowledge and evoking a love of learning and curiosity should be the most crucial aspect of education. After learning about and understanding the reasoning behind PBL, I feel we can get students back on track to a love for learning if we implement with fidelity and trust the process.

    In 2015, the South Carolina Board of Education adopted the profile of an SC graduate. According to this profile, graduates will have world-class knowledge, skills, and life and career characteristics. The school system is to create these students. Project –Based Learning creates and fosters the traits needed: teamwork, problem-solving, critical thinking, perseverance, and collaboration.  Students need to understand the connections between the profile and PBL because mastering these 21st-century skills will help them be more successful as an adult and professional regardless of what career path they choose.

    Our education system needs a revolution. Educators and those who make educational decisions must get back to the heart of education which is learning for the sake of learning. Students will be able to regain a love of learning if we give them a voice and choice in the process. Project-Based Learning nurtures all of the qualities listed in the profile of an SC graduate. If we as educators implement PBL in our routines, our students will graduate with world-class knowledge, skills, and life and career characteristics.  

Rachael Le Mee Post #4

1. How does using protocols like “critical friends” help teachers become more reflective of their teaching practices? I think that critical friends (and other protocols) are so helpful because it's a chance for teachers to really look long and hard at their curriculum and projects and think about the strengths and weaknesses of the design, as well as building in time to see where students are bound to need more support in the future.
2. What conditions are required for teachers to make use of this protocol? I think the hardest (but most important) thing about critical friends is being open to feedback. There's no room for defensiveness in a situation like this. I also think schools need to build in time for collaboration like these teachers had. There is clearly a solid community of trust and camaraderie that has been built before the first critical friends protocol ever took place.
3. How could this protocol be used with students? I think that this could easily be used with students in upper elementary grades all the way through college. What's important is to provide the necessary scaffolding and to explicitly teach the process so that it is accessible for everyone.
4. Identify two specific protocols you will embed in your PBL unit.  Consider protocols for teacher-student or student-teacher feedback as well as student-student feedback. For my unit, I used the consensus protocol, the feedback carousel protocol (similar to a gallery walk), and a creating metaphors protocol.

Project-Based Learning – What I Used To Think/But Now I Know                      By: Tina Sanders

After my school decided to end its affiliation with the International Baccalaureate program, I was devastated because I knew that it was a form of best-practice teaching. I used to think that Project-Based Learning was just my ticket out of the oblivion of teaching in a manner that was less than ideal. It would allow me to teach my students the way I, as a learner, would want to be taught. It turns out that IB and PBL are similar and different with each having its own vocabulary but, if down right, they are both actually a form of best practice teaching.

I have discovered that PBL goes hand in hand with the Profile of a South Carolina graduate because it has a focus on STEM through the use of integration. The overall graduate plan is very closely aligned with PBL.  Just a few examples of how closely tied they are found below:

SC Graduate                  = PBL

Rigorous Standards        = Key Knowledge, Understanding, & Success Skills

Authenticity                     = Global Perspective

Sustained Inquiry            = Teaching Kids How To Learn

Sir Ken Robinson inspired me by reminding me of how important it is to remember the dreams I had as a child. This connects me to my students because I recall some of the teachers who inspired me but all of the teachers who squelched my dreams and eagerness to learn. Being in this class this week helps me remember why I became a teacher. Over the years, I have allowed the demands of the job to get in the way of my passion which is to encourage my kids to be passionate about learning. I am eager to get my team on board with PBL. I am going to share my unit with them on Tuesday with the hopes that they will see the how important the role of the teacher is as the facilitator of learning. I am also going to share this project with my principal in the hopes that she will see a change in the way my students learn.

Friday’s share is one that I will always remember. Having the opportunity to show my project with educators who were outside of the cohort was an invaluable experience. The other class participants had heard my pitch throughout the week so having a fresh perspective was just what I needed to launch me further into the main course of PBL. I am so thankful for your enthusiasm for this cohort. I am beyond grateful that I “accidentally” found this class while perusing my email. The 4C’s were found throughout the class. I used Critical Thinking when building my project and evaluating the other teacher’s projects. I was able to find creative solutions to the problem of teaching science. (Often times, we are encouraged to focus our time on ELA and Math. Then if there is time, throw in a little Science & Social Studies.) By incorporating ELA into the Magnet PBL I am able to cover multiple standards at one time. Collaboration and Communication were woven through the week. It was very useful to the overall PBL cohort experience. Thank you again for making it feel like a family and not a class. I feel like I could talk with anyone in the cohort and get honest feedback on my current and future PBL projects.

Alana McSharry- Blog 5

In the past I would plan a project or unit by looking at the South Carolina state standards and decide on the goal of the unit. Then I would look for activities that would teach the standards to my students. I always tried to choose activities that would engage them. I read books to students or showed them videos to help them gain knowledge and information to complete the tasks I gave to them. Now I realize that I missed many important aspects of a well planned project or unit.

Project-based learning is a project that students work on for a period of time. The project begins with a driving question and a problem statement that leads the students to solve a real world problem. This connection to a real world problem creates a project that is both relevant and authentic which causes student engagement. Throughout the project students participate in individual and group learning activities. These activities promote students asking questions and finding the answers in their own research leading to more questions and research. As students move through the activities they gain the standard based knowledge but in a more engaging and individual way. Throughout the activities students participate in critiquing and revising their own work or each other's work. The students also reflect on their work which is important because students need to learn how to think. Thinking allows students to make better decisions or to understand their own learning process. The students work on a culminating product that reflects what they learned during the project. This culminating product should answer the driving question and the problem statement as well as demonstrate knowledge of the South Carolina state standards. At the end of the project students present their products to a real world audience.

Many of the aspects of Project-based learning encourages the skills in the Profile of a SC Graduate. Project-based learning students participate in collaborative group work which involves many of the skills in the profile. While working in a collaborative group students need to communicate ideas to each other, problem solve a conflict or a task, share the work and create new ideas. In project-based learning students have to motive themselves to research information and to finish a task.

Sir Ken Robinson's idea of "treading softly on our students' dreams" did affect the decisions I made while planning my project. In my project students have the ability to make their own decisions about what they want to include in their health plan. For a four-year old students just making that decision allows them to feel pride and autonomy which leads to students being hopeful about the future.

During the class we participated in many activities that promote critical thinking, creativity, collaboration and communication. The "critical friends" called for us to think about another person's project, consider how we could help them improve their project and communicate that information to her. The activity where we created an art piece with a partner promoted creativity and communication. We had to talk with each other about our ideas on how to solve a problem and about how we would proceed with the project in the manner asked by the facilitator. Then we had to express our ideas in a creative way. Both the critical friend and the art project promoted collaboration.

In the future I will be more thoughtful during my planning and I will include more of the aspects that I wrote about in the description of project-based learning, the Profile of a SC Graduate and Sir Ken Robinson's statement. It will not be an automatic change from one way of thinking to another but a slow thoughtful process to a more innovative way of planning and teaching.