Last week I visited 10 project-based schools in Minnesota and Northwestern Wisconsin. Seven of these schools use Project Foundry and all ten are innovative project-based learning environments.
I gathered some great feedback in terms of how Project Foundry is working well and areas that can make it even more useful. Project Foundry aside, I wanted to share some of my PBL observations.
* Individual Workspace- Each student had their own space to study, research and interact in addition to the larger gathering classrooms. In many ways the classrooms remind me of conference rooms in a business office and the workstations as an office or cubicle. Don't get me wrong, I'm not advocating cubicles, but I do think it's neat how the learning environment models what students will experience in the real-world working environment.
* Initiative- In each of these schools, you can't help but feel energy in the air. You see the ususal suspects engaged in what they're doing and observe an initiative would be surprising in a traditional classroom.
* Guides on the Side- I know, I know over used, but it says it so well. Teachers are looked at as mentors or coaches rather than monoliths of authority and information.
Monday, February 5, 2007
Sunday, January 7, 2007
Great PBL Workbook
At last November's CES conference in Chicago, I found a great workbook which I finally had a chance to take a look at over the holidays. The book is titled, "Applying Standards-Based Constructivism: A two-step Guide for motivating Middle and High School Students," published by Eye on Education.
The 187 page book is great for practitioners entering more dynamic learning environments or those who are suspect of how student-centered project environments really impact positive change in education.
First off, I like how the book is organized in easy to consume, practical morsels of information and examples. I don't like recommending books I think people won't have time to read or cover theory. Throughout the book, the authors provide an accurate portrayal of how best-practice schools wean into PBL, rather than throw the baby out with the bath water. The text provide excellent frameworks and scaffolding for teachers. The advocate in me appreciates the authors frequent reminder that in order to reap the benefits of student projects, you need to adopt a paradym shift that involves being a 'guide on the side' or 'mentor in the center. Somewhat clichéd I know, but you have to admit the phrases are quite articulate.
I often run into traditional teachers who say, "I like the concept, but kids won't follow through and they'll only pick fluffy topics. Thus, this won't work for me." Another comment I hear often is, 'we don't have the time to do all that.' In many ways student-centered projects are like an starting a new year's exercise routine. You just need to start somewhere and anywhere's better than nowhere. This book is a great way to start somewhere. I highly reccomend picking up a copy.
The 187 page book is great for practitioners entering more dynamic learning environments or those who are suspect of how student-centered project environments really impact positive change in education.
First off, I like how the book is organized in easy to consume, practical morsels of information and examples. I don't like recommending books I think people won't have time to read or cover theory. Throughout the book, the authors provide an accurate portrayal of how best-practice schools wean into PBL, rather than throw the baby out with the bath water. The text provide excellent frameworks and scaffolding for teachers. The advocate in me appreciates the authors frequent reminder that in order to reap the benefits of student projects, you need to adopt a paradym shift that involves being a 'guide on the side' or 'mentor in the center. Somewhat clichéd I know, but you have to admit the phrases are quite articulate.
I often run into traditional teachers who say, "I like the concept, but kids won't follow through and they'll only pick fluffy topics. Thus, this won't work for me." Another comment I hear often is, 'we don't have the time to do all that.' In many ways student-centered projects are like an starting a new year's exercise routine. You just need to start somewhere and anywhere's better than nowhere. This book is a great way to start somewhere. I highly reccomend picking up a copy.
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