Context
For my winter inquiry I am exploring theories of project-based learning and strategies for effective implementation. In my previous work and education experience – especially since beginning my teaching practice – I have observed how intrinsic motivation increases substantially when learning occurs in authentic contexts. There should be a clear connection between classroom work and how it will impact us in our day-to-day life. Too often these connections are tenuous, or non-existent, and I feel this contributes to the lack of enthusiasm and sense of positive efficacy many students feel (Blumenfield et al 1991).
My motivation for this inquiry came in part from my brief visit to Island Pacific School on Bowen Island – the site of my enhanced practicum. At Island Pacific School, the grade 9’s (the “seniors”) undertake a project called “Masterworks” at the start of their final year. The students choose a topic they are passionate about (i.e. History of the Guitar, Canadian Identity, Evolution of video games, Life and Times of Gandhi) and with the support of 2-3 teacher advisors they do research on this topic for the entire year. They also connect with at least one “community expert” such a professor, craftsperson, or doctor to advise and support them through the process. At the end of the year they do a 20-30 minute presentation at a “graduation gala” and a 20-30 page paper detailing the process (which is not that daunting as they have over 10 months to write it). With help from a local woodworker, a past student who struggled in most subjects built a guitar for his Masterworks and played a song for the community at the graduation gala. The Master Works project is unique because: a) students connect and collaborate with outside “experts”, b) their accomplishments are shared and celebrated by the community at a public event, c) Expectations on students are high, d) they are given extensive time to reflect and prepare, and e) they are supported throughout this process by their teachers.
To embrace this philosophy requires a re-imagining of the teacher role. We can position ourselves content experts and transmitters of knowledge, or as facilitators of autonomous learning environments. From my observations, and from reviewing extensive literature on the topic, student motivation is far higher when students are given responsibility for their learning and treated as equals in the classroom. Along the same vein, learning can be considered a collaborative process of exploration between teacher and students, rather than a dictatorial process.
I feel this inquiry is especially relevant for English and language teachers because the link between classroom learning and authentic contexts is often tenuous in these subjects, as in the humanities more generally. Why do we study Shakespeare? Why do we read poems? Why are we studying ancient history? I hear these sentiments not just from students, but from adults as well. It is not enough to have a loose intrinsic appreciation of Shakespeare; we need to work toward learning environments where students see the relevance of such work to their lives and the world around them – how and why humans are better off for this work, and how it can inspire us each day. The constant justification of liberal forms of education can be exhausting, and although I have a firm commitment to them, I often find myself at a loss for words when put under scrutiny. Thus it is imperative that we show the applied value of the liberal arts, not just for our students sake, but for the continued broad appreciation of the fields.
Approach/Method
1. Research successful approaches to project-based learning
2. Synthesize strategies applicable to my practicum context
3. Implement strategies on my curriculum and project design (ongoing)
Results
10 Guidelines for Effective PBL
1. Divide large projects into subsections and set checkpoints throughout the unit/term
By dividing complex projects into small, manageable tasks, it allows teachers to assess student progress gradually and make suggestions as needed. If done effectively, projects will become less overwhelming for students and they will feel more confident and support through the different stages (from pre-planning to presentation. Also, tasks should build in complexity and level of challenge, as this will “Foster a sense of mission” and accomplishment (Callison 2009).
2. Involve Ss in project design and construction of assessment criteria
Students will be more likely to take ownership and show a sense of investment in their project-based learning if they are given a say on how projects are designed and carried out. Teachers should also allow for differentiated assessment and different forms of student-generated products whenever possible, as this will allow learners of multiple intelligences to demonstrate their learning.
3. Acknowledge Diversity and Build Internal Redundancy (Davis et al 2003)
Teachers should acknowledge diverse motives, background knowledge, values and other important differences students bring to PBL and ensure this variety is reflected in project design and implementation. However teachers also need to build a common pool of knowledge, expectations, and skills that allow for effective independent and group work.
4. Involve broader community and experts in the field
By including participants outside of the school environment, students build important life skills in communication, collaboration and reciprocity. Student learning is also more likely to become relevant when authentic audiences and collaborators are involved in the development of projects. This provides students an excellent opportunity for mentorship and can give them a window into future career possibilities.
5. Share the process, not just final product
Teachers can use progress sheets and other tangible tools to facilitate student sharing of their research a project development. This type of meta-analysis and learning can help students better understand their own strengths and limitations in comparison to their peers and seek advice where needed. By stressing the importance of all project stages, teachers can take the emphasis off of the project endpoint and develop meaningful assessment at all stages.
6. Allow Student choice, while maintaining Teacher sanity
While differentiated project outcomes and assessment can promote student motivation and learning, there are significant challenges for teachers to implement this method. Assessing several similar products is much simpler than assessing several unique ones, and in my practicum I am currently trying to develop a reliable method for differentiated assessment.
7. Communicate Project Goals Widely: Get “Buy-in”
It is important for administration, teacher colleagues, and parents/community to be informed on the objectives and assessment criteria involved in project-based learning. The more people tha know the details and value of the project, the more likely the project will gain support, and students will be more likely to secure meaningful collaborators and audiences.
8. Effective PBL and collaboration does not happen automatically
In order for effective project and group work to occur, teachers need to scaffold the appropriate skills. Blumenthal and colleagues (1991:371) argue that the Teacher-Student relationship should be considered one of “Master and Apprentice” where teachers “scaffold instruction by breaking down tasks; use modeling, prompting, and coaching to teach strategies for thinking and problem-solving; and gradually release responsibility to the learner”. To facilitate effective group work, teachers can also assign roles within the group (i.e. mediator, note-taker, participation-master, etc).
9. Frequent “Neighbour Interactions”
For effective project-based learning, it is often helpful for students to share ideas and collaborate with peers. Teachers should provide ample opportunity for these interactions, both in physical and virtual spaces, as Davis and colleagues (2003) elaborate upon:
“neighbors in a knowledge-generating collective are not physical bodies
or social groupings. In fact, direct personal interactions may not be as vital
as is commonly assumed. Rather, the neighbors that must interact in a knowl-
edge-generating collective are ideas, hunches, queries, construals, and other
manners of representation. Knowledge emerges not simply amid the juxta-
position of bodies, but amid the juxtaposition of interpretive possibilities.”
10. Enabling Constraints
“Complex systems are rule-bound, but those rules determine only the
boundaries of activity, not the limits of possibility”(Davis et al 2003)
In order to promote and sustain student creativity and engagement, certain guidelines or “constraints” should be presented and well-structured. If students are posed with a question that is too broad, they may feel overwhelmed and not know where to begin. For example, teachers can present students with a common question (i.e. what causes global hunger) however they should encourage students to seek independent, novel solutions and provide them with the tools to do so.
Bibliography
Barron, B. J., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998). Doing with understanding: Lessons from research on problem-and project-based learning. Journal of the Learning Sciences, 7(3-4), 271-311.
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational psychologist, 26(3-4), 369-398.
Boss, Suzie. (2013). Projects and Partnerships Build a Stronger Future. Edutopia. Retrieved from http://www.edutopia.org/blog/projects-partnerships-pbl-suzie-boss
Callison, D. (2006). Project-Based Learning. School Library Monthly, 22(5), 42-45.
Davis, B., Sumara, D. J., & Simmt, E. (2003). Complexity and collectivity: On the emergence of a few ideas. In Proceedings of the 2003 Complexity Science and Educational Research Conference October (pp. 16-18).
McCombs, B. L., & Whisler, J. S. (1997). The Learner-Centered Classroom and School: Strategies for Increasing Student Motivation and Achievement. The Jossey-Bass Education Series. Jossey-Bass Inc., Publishers, 350 Sansome St., San Francisco, CA 94104.
Seixas, P. (1993). The community of inquiry as a basis for knowledge and learning. The case of history. American Educational Research Journal, 30(2), 305-324.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of educational psychology, 85(4), 571.