EDIM 502 Project-Based Learning Blog
Entry 1
Here are my results of my exploration
of three ideal models of project-based learning listed below:
"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
The “More Fun” model surveyed many
project-based learning endeavors at Newsome Park Elementary School (K-5) in
Newport News, VA. Students were inspired from the ground up - worms, flower
sales, wrestling to stock market investing. The “Angle” model followed a
multi-layered project with geometry students of Mountlake Terrace High School
near Seattle, WA, designing school architecture of the future. The third sample
trailed 3rd grade students of Rockledge Elementary School in
Maryland, as they tracked migrating monarch butterflies in a countrywide
science experiment.
In all three of these successful,
exciting project-based learning templates, the academic, social, and creative
needs of the students were a top priority. There was considerable planning on
the part of lead instructors who took the role of project managers but these
facilitators called in the experts as well. There was cooperation among
colleagues, various student groups, administrators, and needed technology
available. The students took on the role of team members, investigators,
scientists, and designers and were accountable to their team and the project. To
manage and assess accountability, each project had checkpoints; check-ins,
signed agreements and/or rubrics to allow students and teachers to easily track
progress. There was investment and reward in finding answers, creative
solutions, raising money for a cause, collaborating with experts, and sharing projects
with the community at large. Students and teachers were investors in real-life
learning, inspiring passions and knowledge for the future.
Student engagement was increased
because they were given active roles and visual imagery linked to written work.
The students directed their own inquiries with digital tools connecting students
to real-life, their peers, and the world. The critical inquiries delved deep
into instructional standards surpassing the instructional goals. Students
remembered what they learned because they were engaged in the questions and the
answers driving the projects. There were multiple and varied assessments and
reflections for both students and teachers to increase achievement. Pressure was
relieved because the entire project is in the hands of teams members who were
accountable and invested but did not have everything resting on one person’s
shoulders. Student achievement in project-based learning has been tracked
through traditional and standardized tests showing impressive results. As an
artist and art educator, I was impressed by achievement in 2 and 3 dimensional
models created by students and their contribution to assessment throughout the
projects. Teachers are given support through an edublogging community to
collaborate and share knowledge. I found some great “free” resources and
rubrics at the Buck Institute education website. It is often said we learn by
doing and Project-Based Learning when supported and properly implemented proves
the statement true. Collaborating and sharing pays it forward.
Resources:
Armstrong, S. (2002). Geometry students angle into architecture
through project learning. Edutopia.
Retrieved from http://www.edutopia.org/geometry-real-world-students-architects.
Boss, S. & Krauss, J. (2007). Reinventing Project-Based
Learning: Your Field Guide to Real-World Projects in the Digital Age, p. 3-5.
Buck Institute for Education: Project Based Learning for the 21st
Century. (2013). Tools: Freebies. Buck
Institute for Education. Retrieved from
Curtis, D. (2002). March of the monarchs: Students follow the
butterflies’ migration. Edutopia. Retrieved
Curtis, D. (2001). More fun than a barrel of…worms?!. Edutopia.
Retrieved from
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