U01A1 Blog- PBL Exemplars Analysis

    

      I would definitely recommend reading about and watching three PBL exemplars from Edutopia, the "Geometry Students Angle into Architecture Through Project Learning" by Sara Armstrong, the "March of the Monarchs: Students Follow the Butterflies Migration", by Diane Curtis and “More Fun Than a Barrel of …Worms?!” by Diane Curtis. Each video displayed a teacher facilitated, student-centered PBL project or activities that students of various ages took part in. The examples had similarities that existed between them. The teachers and students had their own roles during the project. All of the learning experiences proved to increase student engagement, the acquisition of skills, and the ability to transfer those skills. The teacher incorporated the use of technology into the projects which enhanced the lesson and the research process and capabilities.

Similarities

The three examples had several circumstances and design principles in common. They all entailed real-world, authentic connections. The students were able to apply the material and content from their curriculum to what they would find and experience in the world around them. The students all began with a problem, project, or question to research or solve. The task was often based on student choice or interest. For example, in “More Fun Than a Barrel of …Worms?!” elementary students chose to research Cystic Fibrosis to see if it had a cure because a fellow student suffered from the disease. In another activity, students wanted to study worms. High school students in "Geometry Students Angle into Architecture Through Project Learning" were able to choose their own designs for a build project for a high school for the year 2050. All students in each situation were able to collaborate or share with their peers and with individuals from outside of the classroom. Teachers brought in experts and guest speakers from the community like architects and hospital staff. Students went on field trips to make a real world connection. The projects were cross-curricular as with the study of the Monarchs migration in "March of the Monarchs: Students Follow the Butterflies Migration." Students would write letters and communicate with other students from all over the world while intertwining math, social studies, science, and language arts. The students had time to hear feedback, to critique, and make revisions. They ended with a final product whether it was an answer to a driving question, a tangible product like flower power stock or the house build model. The students presented their results and final products to their peers and outside individuals who could then learn from their information, judge the quality of their work as with the architects and the build project, or critique their project. And last, the students all appeared to be engaged and enjoying the learning process.

Roles of the Teacher

In all of these, the teacher was there for guidance only when needed. The teachers provided the opportunities for learning and provided rubrics that helped to explain expectations. The teacher in the elementary school helped to keep the students moving in the right direction by asking guiding questions.

Roles of the Student

The role of the students was to formulate that driving question or problem to solve. They had to come up with a plan to answer that problem. They would research, collaborate, critically think, investigate, and experiment to find answers. They would use a variety of sources to obtain information. They would then work on the answer, application, or construction of the product and put it into action. The students would be responsible for giving and receiving feedback and critiques and in turn using that information in a positive and effective way to make useful changes and improvements. They would clearly present their results to their teacher, peers, and outside members of the community.

Technology

Although the teachers did not seem to have a large number of technology tools available, most likely due to the time period, they did bring in technology to enhance the learning and research experience. They were using computers, internet, design/architecture programs, communication methods online with students from other countries, and the Journey North site. This enabled the students to go beyond the four walls of the classroom and literally branch out around the world for communication and information purposes.

Gold Standard

I do believe the Buck Institute for Gold Standard for Project Based learning criteria were met during these PBL activities for the most part. Student learning was definitely the central focus. The learning goals were focused on, key knowledge, understanding, and success skills. The content and standards were in mind when projects were designed. They used real world applications. The students solved real world problem and questions. They created products. They had to critically think, problem solve, and communicate with each other well. All of the Essential Project Design Elements seemed to be represented with the challenging problem or question. The project lasted a lengthy amount of time. The students used a mix of sources to gain information. Their project was authentic and connected well to the real world. Most importantly, each example had an outcome that had an impact on someone else in the real world, no matter how small of an impact (Larmer, 2020).

The project that had the most impact would be the geometry architecture project. All seven of the Essential Project Design Elements were there.

1. Challenging Problem/Question: Build a high school in 2050 on a specific piece of land.

2. Sustained Inquiry: (Lasts significant amount of time) This project lasted 6 weeks. The students had to submit a site plan, scale model, floor plan, cost estimate, and oral proposal for their build.

3. Authenticity: The students researched, used architectural tools online, participated in field trips, and worked with architects.

4. Student Voice & Choice: The students had to learn how to work in a team of individuals who think differently. Each student had a voice. They had to learn how to effectively communicate and collaborate. They had to decide how to solve disagreements and compromise.

5. Reflection: There were multiple forms of assessments. The students had rubrics, student reflections, feedback, architect critiques, etc.

6. Critique and Revision: The teacher communicates feedback, students provide a reflection on their own work and the work of others.

7. Public Product: After the students present their build to the audience including the teacher and the architects, the architects judge the builds, assess them, and celebrate the winners.

References

Armstrong, S. (2002, February 11). Geometry Students Angle into Architecture Through Project Learning. Edutopia. Retrieved January 9, 2023, from https://www.edutopia.org/mountlake-terrace-geometry-design

Curtis, D. (2001, October 1). More Fun Than a Barrel of . . . Worms?! Edutopia. Retrieved January 9, 2023, from https://www.edutopia.org/more-fun-barrel-worms

Curtis, D. (2002, June 6). March of the Monarchs: Students Follow the Butterflies’ Migration. Edutopia. Retrieved January 9, 2023, from https://www.edutopia.org/march-monarchs

Larmer, J. (2020, July 22). Gold Standard PBL: Essential Project Design Elements. PBL Works. Retrieved January 10, 2023, from https://www.pblworks.org/blog/gold-standard-pbl-essential-project-design-elements