Project Based Learning

Project based learning (PBL) is certainly not a new concept, but with the greater focus on personalized learning plans and differentiated instruction, I think it can serve a variety of purposes. But what does this actually look like in the classroom?

I teach an Elective course for 8th graders on the topic of creating with technology, so my perspective may be of limited scope. However, the creativity, problem-solving and peer-to-peer learning I have observed in my students may be a point of inspiration for many. For example, I have students with Asperger's who are not only designing their own fully functioning (and fun!) games, but continuously helping each other out. I have students with ADHD who can stay on task to make their robots move and dance. Of course, I also have students who get 'lost' or feel stuck when they can't think of what to do next. In these times, I try to have faith in the process and be supportive without 'coming to the rescue.' I may ask them, "What are you interested in?" or remind them that this kind of deep thinking can be frustrating. However, I do believe it's essential for them to struggle and work it out for themselves.

Currently, my students are working in seven different software platforms and each student's project is self-selected. Am I an expert on any of these platforms? Nope. My strategy is to seek out basic tutorials and try them out myself, and then let students figure things out. I often say "I don't know, let's find out together," or I suggest that they google their question. I also greatly encourage them to ask each other for help, and this type of peer to peer learning is so meaningful and creates an environment of shared responsibility. I am still struggling with the grading process and am thinking about the ideas presented by Matt Weyers and Jen Dole in the Edutopia article, "Matching PBL With Traditional Grading."

My overall goals are for my students to take ownership of their learning and to be empowered through creative design. It's certainly not a perfect system, but I have seen tremendous outcomes, and the experience has, I hope, encouraged an internal motivation to learn.