I enjoyed viewing the three examples and found them all exciting and inspirational. It was highly evident that after teaching through PBL that the teachers and students highlighted in the examples believed that learning was in fact enhanced and strengthened. To view the three examples referenced in this post visit:
"More Fun Than a Barrel of . . . Worms?!" - Diane Curtis, Edutopia http://www.edutopia.org/more-fun-barrel-worms
"Geometry Students Angle into Architecture Through Project Learning" - Sara Armstrong, Edutopia http://www.edutopia.org/geometry-real-world-students-architects
"March of the Monarchs: Students Follow the Butterflies' Migration" - Diane Curtis, Edutopia http://www.edutopia.org/march-monarchs
Similarities in Design
Each of the three examples share certain design principles and features within the PBL/CBL models. All of the examples made use of highly collaborative group learning inherent in PBL. Each example included the use of current and traditional technologies for project publication. Student inquiry, curiosity, and experimentation drove the learning process. The instructors acted as guides, mediators, coordinators and facilitators to manage the project timelines. Students explored topics in depth via web exploration, experimentation, observation, field trips, research and meetings with experts in the community. Students designed products/projects that answered real world questions. Through this type of project, students experienced authentic assessment that had relevance to them in their world. This in turn caused ownership of the learning and a deeper understanding when compared to traditional surface inquiry.
Diane Curtis, Barrel of…Worms?!
In this example students decided to study many different interesting subjects. Worms, Cystic Fibrosis, Pets, and a Plant business based on a Fantasy stock market project were among the topics. Students seemed exhilarated by the research and discovery because they were finding their own answers. Teachers provided guiding questions and activities to shape the experiences. In all examples productive collaboration was the key to success.
Diane Curtis, March of the Monarchs: Butterfly Migration.
This example grew out of the Journey North program which is migration tracking for Monarch Butterflies. Students were excited about the research and field observations because the resulting data is important to many other people. Students took ownership of the learning and integrated math, science, language arts, and art into the Monarch project. Tying learning in all areas together with an authentic real-world end product created understanding and interest.
Sara Armstrong, Geometry Students Angle into Architecture
This PBL experience grew out of a teacher’s need to have high school students apply geometry principles to relevant experiences. A design competition was created to have students conceptualize a futuristic school on a real existing site. By inviting real architects to advise and judge the project students had a greater engagement to the PBL process. This was due to the fact that the real world aspect of authentic assessment created a perceived professional work environment. Students gained experience in teamwork with diverse individuals, concrete learning applications and connections, time management skills, simulated financial responsibility, and communication skills.
Conclusion
The examples of PBL seen here are evidence that this type of educational inquiry has powerful and lasting applications. Students gain real world skills while collaboratively seeking answers to questions they have helped to pose. Authentic assessment (real world relevance) is the cementing component to understanding content and application of new knowledge.
Works Cited
Armstrong, Sara. “Geometry Students Angle into Architecture Through Project Learning, Edutopia.” K-12 Education & Learning Innovations with Proven Strategies That Work | Edutopia. Edutopia, 11 Feb. 2001. Web. 27 Jan. 2012.
Curtis, Diane. “March of the Monarchs: Students Follow the Butterflies’ Migration | Edutopia.” K-12 Education & Learning Innovations with Proven Strategies That Work, Edutopia. Edutopia, 2 June 2001. Web. 27 Jan. 2012.
Curtis, Diane. “More Fun Than a Barrel of . . . Worms?! | Edutopia.” K-12 Education & Learning Innovations with Proven Strategies That Work, Edutopia. Edutopia, 1 Oct. 2001. Web. 27 Jan. 2012.
