Monday, June 30, 2014

EDTECH 542: Project and Driving Questions

When reading about PBL, its essential elements, and the driving question, I came upon this video on the BIE website and thought it was very helpful.



The term driving question itself tell so much about project based learning. The question is one that drives or pushes the students in the direction of learning that you want.  While students should be navigating or steering themselves through learning, we don't just want them to wander aimlessly.  Also when reading about the driving questions there were several things that stuck in my mind that were helpful.  Is the answer to the driving question "googleable."  If you can just look up and answer, it's not a good question.  I also liked the idea of trying to "localize" the question by tying something meaningful from their own lives or something they know about into the question to bring the students in.  There was also a tool on the BIE website called the "tubric" which I thought was very helpful if you got stuck in how to word the question.

Another tool I used this week was Xmind for the visual presentation of the project.  I haven't learned all the intricacies of the program, but I thought there was a great deal you could do with it.  I especially liked the way you can link sites or images to each "bubble".  I could end up with a very usable lesson plan that would be very easy to follow with all materials accessible from that visual.

Monday, June 23, 2014

EDTECH 542: Effectiveness of Project Based Learning

Week 2  
Research on PBL

When looking for research on Project-based learning it was a bit difficult.  There is a good deal of information on research using PBL in the medical field or higher education.  It was challenging to find research based on K- 12 education.  The 21k12 blog site contained a post that contained and examined many of the sites I found myself.

Consensus seems to be that PBL is a least equivalent to traditional teaching methods.  Some studies state that acquisition of content knowledge and standardized test performance is the same or possibly higher through the use of PBL.  There definitely seems to be research that shows PBL to be more effective with long-term retention of knowledge, motivation of students, especially diverse learners, and the teaching of 21st century skills.

As with any instruction, it seems as though high quality, trained teachers in PBL with school systems supporting the use of PBL is the most effective.  There is always the possibility of good and bad teaching instruction, curriculum, or school/administration support.  This is equally true with PBL.  Just adopting the idea and use of PBL is not going to bring change.  Following certain guidelines, research based practices, and having school-wide support makes the difference.

There is a great article on Edutopia that succinctly states the crucial components that must be included in PBL in order to evoke positive change.

  1. The project should be designed carefully and thoughtfully.  When designing a project, possible solutions that could be made by students should be examined.  Plans, materials, and skills needed can then be planned for ahead of time.
  2. Successful student collaboration needs to be promoted by tying together individual accountability with team goals. 
  3. Formative and summative assessments need to be included in the process.  There needs to be opportunities for review and revision as needed by students.
  4. Professional development and chance for collaboration for teachers must be provided.
Resources
Jonathan E. Martin. (2013, March 23). PBL: What does the research say? [Web log post]. Retrieved from http://21k12blog.net/2013/03/23/pbl-what-does-the-research-say/

Vega, V. (2012, December 3). Project-Based learning research review: Evidence-Based components of success. Edutopia, (2014, June 23). Retrieved from http://www.edutopia.org/pbl-research-evidence-based-components

PBL and Me
I do feel as though my room, my principal, and my attitude all lend to project-based learning.  The room is usually arranged for group work and I always work with my students on building collaboration skills.  I know there are specialists in the building that would support projects outside of the classroom.  I hope to have an intern who could also help.  While we do not have 1:1 devices for second grade in my building, I have 4 students computers and we have a lab of 28 computers basically dedicated to second grade use.

I also believe I need to continue to make changes in my teaching style to keep students motivated and on task.  In the past few years I have had students with very challenging behaviors.  There seem to be multiple times during the day when I have to stop instruction to deal with behaviors.  I believe PBL will help keep some of those behaviors to a minimum.  However, if they do occur, instead of stopping instruction for all I can address the behavior while everyone else is still working.


Even though I teach 2nd grade, this would be easily adaptable to second grade.  Most of the activities could remain the same, but the expectations in work and quality of work would be different.  We are a Wellness school and this touches on many of the goals of our building.  Not only does this project incorporate nutrition, but it includes physical health and mental health as well.  I would incorporate something I found out about this summer called Peace Circles.  This is a program that teaches students how deal with their own feelings and their relationships with others which is another aspect of mental health as well as community building and collaboration which is needed for this project and life.  I know that our PE teacher would be willing to become part of the project as needed.  Our tech teacher would also be willing to work with me.  Parts of the project that I liked the most were the fact that it brings in many community members to talk to students and answer their questions and help with research.  It also ties in other subjects besides science in a very practical real way.
I know there will be some additions and/or adaptation that I will make to this project.  I will need to dig a little deeper into our standards and make some decisions in the next week.

EDTECH 542: Useful/interesting sites

technology connections - link
Houghton Mifflin's Project Based Learning Space - link
My Healthy Self Project - link
Healthy Eating - Are We What We Eat? Project - link
My Identity, Your Identity Project - link
The Project Approach - Project Ideas - link
PBL Resources - link
BIE Project Search - link
Edmodo and PBL - link

Saturday, June 14, 2014

EDTECH 542: What is PBL?

Group 1: What is Project Based Learning?
1. Define PBL.  Describe the differences between Project & Problem Based Learning.
Project Based Learning is an approach to learning where the curriculum/standards are met through student produced projects that involve exploring a driving question based in reality through a process of inquiry whose direction is determined/designed by a collaborative group of students and facilitated by the teacher. (Thomas, J.W., pp.1-3)

While Problem Based Learning and Project Based Learning are very similar there are two major differences.  Problem Based Learning may or may not include a student made end project and its presentation.  Problem Based Learning is also based on an ill-structured problem, meaning a problem that recognizes divergent perspectives and varied proposals rather than a single solution. (Jonassen, D.H., pp.78-79)

Example:
Problem Based – If you won $100,000 to use towards housing how would you spend it?  (students could have several answers and must support their decision through research and problem solving)
Project Based – If you won $100,000 to use for building a house and could only spend that much, design your house.  (students could have various designs but also must make budgets, locate supplies, have contractors, etc. and end up with a house design, budgets, and work plan)

2.  Why should teachers consider incorporating PBL in their classroom?
Students must meet standards which involve a real world application through the PBL project.  Students often retain this knowledge more and can apply that knowledge in new situations better than when learned in a traditional fashion.  Students must also use and demonstrate the 21st century skills of collaboration, solving problems, and communication.  Technology is used in a realistic fashion with information finding, collaboration, and in developing project presentations. (BIE.org)

3. What are the essential components of a PBL approach to instruction.
Many of the essential components lie in the definition of PBL.  There are several other significant elements.  One is  “voice and choice.”  While the teacher may lead students with the driving question, students must create and design their process and product.  Once students develop their product, they need to present it to a public audience other than classmates.  The students should be motivated by a question that truly is interesting and leads them to want to gain knowledge.

A favorite quote:
"If the central activities of the project represent no difficulty to the student or can be carried out with the application of already learned information or skills, the project is an exercise, not a PBL project." (Thomas)

Sources:
BIE (n.d.). What is PBL? Buck Institute for Education. Retrieved June 10, 2014, from http://bie.org/about/why_pbl

Jonassen, D. H. (1997). Instructional design models for well-structured and III-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65-94.


Hallermann, S., Larmer, J., Mergendoller, J. R., & Buck Institute for Education. (2011).PBL in the elementary grades: Step-by-step guidance, tools and tips for standards-focused K-5 projects. Novato, CA: Buck Institute for Education.

Thomas, J. W. (2000). A review of research on project-based learning. from http://w.newtechnetwork.org/sites/default/files/news/pbl_research2.pdf