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| Steve uses this resource to help teachers define PBL. |
Last
week, Steve Loser ended his blog with this question: If PBL is NOT a Project, what is
it? This week, he begins the
conversation of answering that question, and he provides several opportunities
for longer discussions this summer.
From
Steve Loser: What is PBL?
The
answer to this question is sometimes difficult to nail down. With the buzz-word
power and consequential funding of the concept in recent years, numerous
scholars, academics, consultants, and professional development companies have
worked to define and brand their own unique definition. In order to redefine
the term, I often work with teachers to construct their own working definition
from all these sources.
My Definition: “Project-Based
Learning is student-centered or student-driven inquiry.”
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| Want more depth about PBL? Click this link to Buck Institute. |
PBL
is strategically taking the naturally inquisitive "wondering" of
human nature and targeting that energy and engagement on authentic, rigorous
learning outcomes rooted in a standards-based curriculum. This is done with
specific PBL components, strategies, and tools that are too extensive for this
blog post, but there are some good places to start, such as the Buck Institute for Education. (Click the link under the logo for more information.)
Done With, not To Students
Teachers
often plan in a linear way, but I often try to shift teachers from thinking
about a set path to learning.
In
PBL, teachers take on a facilitator role to leverage the engagement of student
voice and choice to give students an opportunity to apply and use knowledge and
skills authentically. It is intentional, purposeful, and highly structured
instruction that can appear chaotic and messy because authentic inquiry is
never, nor will it ever be, a linear process with a pre-determined path.
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| This was in last week's blog, but it's worth looking at again! |
I use
a "fence" analogy to understand the protections and restrictions you
wrap around student explorations. This form of instruction is not only the most
engaging for students, but also creates the most highly effective instruction.
PBL
teachers create the classroom conditions to be responsive to each and every
student while bringing students into the instructional conversation so school
is done with them and not to them. The struggle for teachers is
often just that first step of shifting the concept of "project" and
acknowledging they were never taught this way and likely never taught to teach
this way.
The
First Attempt
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| What happens when you shift the concept of "project"? Often something incredible! |
Your
first PBL unit and implementation will be a mess, but you find this amazing
engagement power and a classroom culture that will give you chills.
This feeling was captured in a voice mail I got from a first-time PBL teacher, who said:
"Today was the most incredible day I have ever had in the classroom, but I
have no idea what I should do tomorrow! Call me back!"
This teacher is right. The final key to successful implementation of PBL, or any shift in your
professional practice, is to get the support of experienced practitioners innovating with
their students in their classrooms.
If you are interested in learning from other teachers, we have two great
opportunities for you to explore ways to use PBL in your classroom. You can register for these events by clicking the links below:
- LaunchingInquiry: Join me on June 7 and 8 at Fishers High School to learn more about PBL and many other topics.
- Authentic Unconference: Join me on June 26-28 in Indianapolis to "Uncover Your Standards through PBL." HSE teachers can attend for half price. You can design a PBL unit and connect with the Indiana PLB Network.
Let Steve know if you have questions about PBL or about his plans at Launching Inquiry and the Authentic Unconference. If you get a chance, take him up on his offer to learn how to design and implement those intentional, purposeful, highly-structured, and messy PBL units.
Have a great Spring Break, HSE!
Your HSE Teaching and Learning Team
- Jan Combs, Assistant Superintendent of Teaching and Learning
- Stephanie Loane, Director of Elementary Education
- Tom Bell, Director of Special Education
- Jeff Harrison, Director of Educational Technology
- Phil Lederach, Director of Secondary Education
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