I came across this interesting info on psd150.org about Project Based learning. Being a Project chick myself (Project Manager), this program certainly piqued my interest. This program is exciting, there is even a Pre-K component for working with parents.
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What do we mean by projects?
Projects, or deep investigations, will be an integral part of the curriculum at the new Glen Oak and Harrison Community Learning Centers. Project work is never considered a whole curriculum but is another vehicle for approaching curriculum which provides practice in 21st century knowledge and skills. Project learning is centered on the aspects of curriculum which students find most interesting and is characterized by high engagement.
Students at all ages are involved in finding answers to questions that are complex for their age and grade level. Project work emphasizes the need for collaboration and teamwork. A key to project work is interaction with experts and the use of authentic topics. Project work is rich in literacy, mathematics and science skill development. Students discover reasons for learning academic skills. They see why reading, writing, and mastering technology is important. They also have an opportunity to practice the use of academic skills as they do independent research, organize information, and share what they have learned. Project work provides real world application of concepts and skills learned in curriculum experiences.
Projects, or deep investigations, will be an integral part of the curriculum at the new Glen Oak and Harrison Community Learning Centers. Project work is never considered a whole curriculum but is another vehicle for approaching curriculum which provides practice in 21st century knowledge and skills. Project learning is centered on the aspects of curriculum which students find most interesting and is characterized by high engagement.
Students at all ages are involved in finding answers to questions that are complex for their age and grade level. Project work emphasizes the need for collaboration and teamwork. A key to project work is interaction with experts and the use of authentic topics. Project work is rich in literacy, mathematics and science skill development. Students discover reasons for learning academic skills. They see why reading, writing, and mastering technology is important. They also have an opportunity to practice the use of academic skills as they do independent research, organize information, and share what they have learned. Project work provides real world application of concepts and skills learned in curriculum experiences.
Why do projects?
Project work generally increases motivation to learn and can have a positive effect on the learning environment. Students are energized as they find answers to their own questions and complex problems. Students represent their learning in a variety of ways including preparing reports, writing books and articles, giving speeches, building experiments and models.
Projects are considered part of the experiences that students need to be successful in 21st century. Research in neuroscience and psychology show that knowledge, thinking and doing are inextricably tied. The 21st century learning and working environment will be one where social skills and the ability to operate in the context of a variety of cultures and communities will be important. Learners feed back information and actively use what they know to explore, negotiate, interpret and create solutions to problems with others. Students who can learn to solve problems in schools are more likely to be the creative and collaborative workers we need in the future.
Project work generally increases motivation to learn and can have a positive effect on the learning environment. Students are energized as they find answers to their own questions and complex problems. Students represent their learning in a variety of ways including preparing reports, writing books and articles, giving speeches, building experiments and models.
Projects are considered part of the experiences that students need to be successful in 21st century. Research in neuroscience and psychology show that knowledge, thinking and doing are inextricably tied. The 21st century learning and working environment will be one where social skills and the ability to operate in the context of a variety of cultures and communities will be important. Learners feed back information and actively use what they know to explore, negotiate, interpret and create solutions to problems with others. Students who can learn to solve problems in schools are more likely to be the creative and collaborative workers we need in the future.
How will project work look in the schools?
Project work will look different based on the age level of the students. In the earliest experiences, those provided by caregivers and parents, projects will be home projects. Seminars will teach parents how to identify a child’s interest and provide experiences including books which match the child’s interest. Beginning with the pre-kindergarten years, the Project Approach will be used. This method of project work investigates project topics which are nearby and are based on student generated questions. For example, a class may study snakes when a snake is discovered on the playground and a science curriculum goal is understanding the needs of living things.
Project work will look different based on the age level of the students. In the earliest experiences, those provided by caregivers and parents, projects will be home projects. Seminars will teach parents how to identify a child’s interest and provide experiences including books which match the child’s interest. Beginning with the pre-kindergarten years, the Project Approach will be used. This method of project work investigates project topics which are nearby and are based on student generated questions. For example, a class may study snakes when a snake is discovered on the playground and a science curriculum goal is understanding the needs of living things.
In the late elementary years (3-5th grade) projects will follow the outline of Problem Based Learning, in which teachers coach student thinking and guide student inquiry, facilitating learning toward deeper levels of understanding while entering the inquiry as a co-investigator.
For example, students in the age level may study the geo-thermal systems that heat and cool their building and conduct experiments with different kinds of systems. In the middle school level (6-8th grade) projects will combine Problem Based Learning with Service Learning. The Service Learning teaching and learning strategy integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. For example, students may become involved in a project on recycling which leads them to develop a recycling education program for the neighborhood. In each of these types of learning experiences, students play a key role in defining the topic, designing strategies for investigation, doing the investigating, and then sharing or presenting their findings in some way.
In each of these types of project work the emphasis is on long term experiences in which students learn to take ownership for outcomes. In each of these types of project work, students develop higher level thinking skills such as observing and reflecting, developing hypotheses, drawing conclusions and inferences, and developing practical implications. Students involved in project work develop a strong sense of accomplishment and confidence in academic work.
For more info visit: www.edutopia.org/; www.projectapproach.org/
5 comments:
This type of learning opportunity has long been the norm in schools N. of War Memorial.
Contrast Project Based learning with what inner city kids have long been taught - stand on the line, now sit on your hands and make as little noise as possible.
I don't know much about what happens at the primary and middle school level--I thought they were already into some of these efforts. My fear (and it is happening at the high school level) is that teaching to the NCLB test takes precedence over all exciting learning. I know a high school teacher who was doing something innovative and was asked, "How will this help with the test?" In Dolan's book, he states "Number might be true (as in AYP numbers) but they aren't the truth." AYP numbers do not really evaluate learning--only that which can be measured (which isn't the most exciting learning). Exciting education (the type you describe) should not take a back set to preparing for the test--but it is. I fear that in schools that are far behind the NCLB goals that the projects will give way to teaching to the test. Do you see any of that at your daughter's school? I have to admit that I have seen some projects at the high school level that I considered a bit of a misuse of time in that they were used instead of, not in addition to teaching the basics of a particular course. A good project does take much work to try to get all students involved in different aspects of the project--not easy but worthwhile. I would say that that is a type of program in which I would see worth--a program that provides the plans for the project. I've always be curious about the Edison method--my concept of it is that it is a very scripted form of instruction--where the teacher follows the plan with little deviation--not sure if I'm right about that. I think your comment written while I was posting may answer my question.
I will add this comment--because discipline (like it or not) does play a role. I went through the working in groups phase at Manual--until maintaining discipline often made groups impossible. Also, it got to the point that administrators who had advocated small groups started getting nervous about them--so asked teachers to return to an orderly classroom. Administrators definitely play the tune to which the teachers must march.
I think this all sounds great in theory and I am always in support of trying something new . . . BUT, as a survivor of numerous school projects . . . I am not sure how feasible the idea is.
These "projects" typically involve a lot of family support in terms of helping the child think of a project idea, researching, purchasing supplies, assembling, etc. We are a two parent family, both working outside of the home, and we found such projects stressful and much more time consuming than just assisting a child with their homework.
Did I ever tell you the one about my husband making no less than 5 trips to the Hobby Lobby for supplies to assist our 5th grader build a Parthenon? I can’t remember if he was having trouble with getting the roof material just right or the columns, but you get my drift.
But hey, unlike those naysayers that refuse to give a new approach a try, i.e. those against the charter school, I think I will reserve judgment and see how it goes.
I think the District is trying (contrary to what others believe) to reach a hard to educate population and must be supported in its efforts to try new approaches.
Frustrated: I didn't want to be too negative because I know that the children in my life would love projects but--there is a down side. First of all, I would challenge anyone to create such a project that would involve all children equally--while at the same time pursuing their own areas of interest and then working together in such a way that each person actually "earns" the team grade. Teachers can't be asked to come up with plans too often--very time-consuming--would have to be used over many times to make it worthwhile. Also, the task is made even more difficult for the teacher if the project has to teach skills and concepts to fit course requirements, etc. When kids move from one grade to another, there are basic skills that they must have been taught to keep the chain of learning consistent--which is the whole requirement of NCLB testing. I know the 6 year-old in my life that goes to Whittier is learning in some rather traditional ways--but isn't bored. He is still excited about learning language skills.
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