Project Based Learning-Common Elements/Teacher and Student Roles

In this first week of the Project-Based Learning class, I read 3 articles and viewed 3 videos about different Project-Based Lessons. Some of the design principles that were evident in all three lessons presented included real life problems or situations, development of guiding or essential questions for students to answer in their work, group work or collaboration, integration of other curriculum skills, access to outside experts, and planned assessment.

The teacher’s role as a planner and facilitator is to present a situation, or to help students identify a problem or topic, and then facilitate a discussion that generates a list of questions.   Part of the planning responsibility is to strategically group students.  According to the project materials for the architecture project, Ms. Reeders had pre-identified students as Project Managers.  Each group had to have one Project Manager, but other than that students could arrange their group with 2 to 4 people per group.  This provides students with an opportunity to develop their ability to give and receive feedback, to share labor, and to negotiate ideas in order to produce their best work.

In all three of the projects, there were pre-designed learning tasks that included research, measurement, construction, writing, and data collection.  The teachers’ roles shifted to more of an overseer.  They provided feedback and asked questions throughout the project process.  The teacher is also observing how well the students work with their teammates throughout the project.

I found it most interesting that all of the projects provided access to professional experts from the field of study.  After reading the first article and viewing the video, I thought that it was a wonderful bonus piece, but had not considered that it might be key to the Project-Based Learning approach.  Inviting professionals into the classroom, fieldtrips to a worksite or museum, or in our new world-- online collaboration opportunities can enhance the real-world connection for students.

Assessment was ongoing, but most notably there seemed to be elements of product such as a data collection folder or a model, oral presentation in the form of questioning or group presentation, and reflection about the learning process and what the students ultimately learned.

The role of the teacher is best described as planner, organizer, facilitator or coach.  The role of the student is best described as researcher, builder, designer, collaborator, data collector, analyzer, and presenter. 

I have searched and cannot figure out where I heard it first, but someone quoted someone as saying, “The one doing the talking is the one doing the learning.”  Even though I do not know the source, the comment makes sense to me.  In the videos viewed this week the students were talking together and solving problems together, and designing their own systems for solving those problems.  If the teacher were to engage only in direct lecture and model style instruction the students become passive receptacles for information.  As the students are researching, finding solutions, or manipulating information for themselves, they are learning.  If the students are then asked to organize and present their new information or project, they have another opportunity to rehearse what they have learned, and they may even renegotiate or revise their product at this time. By the time students have a chance to sit back and reflect on the entire project from start to finish, they have had multiple active engagements with the concepts and more authentic and memorable learning experiences. 

Resources:
Armstrong, S. 2002. Geometry Students Angle into Architecture Through Project Learning. Retrieved from http://www.edutopia.org/geometry-real-world-students-architects.

Curtis, D.  2002.  March of the Monarchs: Students Follow the Butterflies’ Migration.  Retrieved from http://www.edutopia.org/march-monarchs.

Curtis, D.  2001.  More Fun Than a Barrel of . . . Worms?!.  Retrieved from http://www.edutopia.org/more-fun-barrel-worms.