Project Based Learning Examples

This summer I enrolled in another technology master's class (my 5th) from Wilkes University called "Project Based Learning." After the first week I am already very excited to utilize this type of learning in my classroom! Below are stories and videos from 3 different schools that have successfully used Project Based Learning (PBL) in the classroom.

"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

If you have the time, I definitely recommend watching the videos, which are very inspiring as a teacher to watch! If you don't have time, however, you can see what I have gleaned to be the factors that made these schools and their projects so successful at engaging kids and increasing tests scores.

Circumstances and environment that enabled the teachers and students to do successful PBL: 

• A school that embraces PBL from the principal down, and teachers willing to experiment and learn with PBL as well
• The school strives to “meet students’ academic, emotional & creative needs!” (Curtis, 2001)
• Morning meetings
• Looping (teachers stay with 1 class for 2 years)
• Community service
• State-of-the-art technology
• Professional development
• Teachers accomplish multiple standards in 1 project, focus on applying the students’ learning through projects
• Time, space & creativity to do PBL

Design of a successful, enriching PBL:

1. Teacher researches what standards can be met first
2. Brainstorm for interests, big ideas & essential questions
3. Field work
1. research
2. go on field trips
3. meet with experts
4. perform experiments
5. use graphic organizers
4. Share findings (oral presentations, digital slideshows, display boards) with authentic audiences & their feedback

Teacher Role: facilitator, encourager, student & project advocate, not a lecturer, feedback giver, inspirational spark, keen observer

Student Role: scientist, mathematician, designer, businessperson, researcher, problem-solver, team member, presenter

"If you find it yourself, it stays in your brain," sums up a third student.” http://www.edutopia.org/more-fun-barrel-worms

With the above circumstances, design principles & roles, students are more engaged because they are able to explore and solve real-world problems that are relevant to them. Higher engagement and interest naturally lead to more learning and critical thinking because when something matters to a student, they will do whatever they can to find a solution (or solutions) to a problem. Plus, when they see how their project findings are critiqued and used by professionals (authentic audience) in their community, they are motivated to do their best.

To summarize the effectiveness of PBL, I'll let a 3rd grader have the last word: "If you find it yourself, it stays in your brain" (Curtis, 2001). 

Resources

Curtis, D. (2001, October 1). More Fun Than a Barrel of . . . Worms?! Retrieved June 29, 2015, from http://www.edutopia.org/more-fun-barrel-worms