Reflections on Project Based learning- Wilkes University, EDIM 502: Project-Based Learning

Reflections on Project Based learning

Wilkes University, EDIM 502: Project-Based Learning

Project Based Learning(PBL) is a way of engaging students in their own learning. Instead of just studying for tests and quizzes students are able to dive into real life challenges, collaborate with others and create meaningful work. 

I have done many projects with my students over the years in my classroom, but now I am trying to learn all I can about Project Based Learning in my class at Wilkes University. It really is neat to see what other teachers have been doing to really engage their students and in turn it's making me excited about what I can do with my students this school year!

Reading about how teachers across the country use Project Based Learning has inspired me and made me excited to reimagine what is possible with my own students.

In More Fun Than a Barrel of ....Worms?! students at Newsome Park Elementary School have transformed their learning with student-led projects all around the school. Some fourth graders have started a business called Flower Power, where they sell plants. Other students at the school became curious about the stock market and started researching the stock market and came up with projects focused on it. 

Newsome Park Elementary School in Newport News, VA

A second-grade class at Newsome Park Elementary chose to study cystic fibrosis after learning that one of their classmates lived with the condition. Motivated by curiosity and a desire to better understand their peer’s experience, the students researched and explored the topic in depth. At Newsome Park Elementary the teachers use a structure by Sylvia Chard for their projects.

• Phase 1: Having a conversation with the students about a topic and the students come up with questions about that topic.
• Phase 2: Students do field work, consult experts and do research on the internet about their topics. 
• Phase 3: Presentation on Project Day to staff, students, families and the community. 

Roles of Teachers and Students: In this example the teacher is in my opinion a facilitator of learning. The teacher starts with a topic and then guides students to come up with questions that they want to answer about that topic. The students are guided along the way and then they can present what they have learned to the school community and the local community as well. The students have an opportunity to come up with questions that are interesting to them and then research and learn about those topics. Students can present what they learned in all different unique and meaningful projects. 

In Geometry Students Angle into Architecture Through Project Learning students at Mountlake Terrace High School students are given a project that could have innumerable outcomes. Students work in groups to design a 2,000 person High School in the future. Students are must design and come up with many things for the project: drawings, cost estimates, a written proposal. Then they present their projects to architects who judge them and award the teams.  

2 students are building a 3-D model of a building.

Roles of Teachers and Students: In this example the teacher is taking a more active role in what they project should be about. All of the students should be creating a school of the future, they way they go about it and the end result can be different. There is clear criteria for what the project should have, therefore students know what they need to do in order to achieve the goals of the lesson. The students are faced with a real life challenge and are able to do a project with real life applications. Students all start at the same place, but then their creativity and passion lead them to all design very different schools of the future. 

In March of the Monarchs: Students Follow the Butterflies' Migration students at Rockledge Elementary School have the opportunity to be real scientists learning about the world around them. At this school they do activities with Journey North and learn about the migration of monarch butterflies. Students are scientists and are able to report when they see monarch butterflies and add to the data observations of Journey North. Students make charts and graphs and do many other lessons in multidisciplinary subjects such as writing, math, social studies and geography. Technology is used such as the internet for research and data collection and digital cameras to document the migration and life cycle of monarch butterflies. 

Journey North fall monarch migration map

Rockledge Elementary School also did projects with tulips where the students record and observe the tulips blooming in the school's gardens. 

Roles of Teachers and Students: In this example the teachers have a high level of control about what the project will be about. The teacher let's the students know that they will be studying monarchs or tulips and then tells them what they need to do. Students have some set responsibilities that they must do when learning about monarch migration. They must record when they see monarchs and write down any other observations they might have. Student do have a little bit of leeway when it comes to what they learn. For example, the weather might be different and they might research how that effected the monarch migration. Or students might research predators of monarchs or research the milkweed plant. 

Conclusion: These examples highlight the types of Project Based Learning, from fully student-driven inquiry (as at Newsome Park) to more structured projects with teacher-defined goals (as at Rockledge). The common thread is that students are engaged in authentic work that connects to the real world. As I reflect on my own teaching, I realize that the key is balance: determining when to step back and let students’ curiosity drive the project, and when to provide a framework that ensures important learning outcomes. Moving forward, I want to design projects that not only spark engagement but also empower my students to see themselves as creators, problem-solvers, and contributors to their communities.

References

Armstrong, S. (2002, February 11). Geometry students angle into architecture. Edutopia. https://www.edutopia.org/mountlake-terrace-geometry-design

Buck Institute for Education. (2021). Gold Standard PBL: Essential project design elements. PBLWorks. https://www.pblworks.org/what-is-pbl/gold-standard-project-design

Curtis, D. (2001, October 1). More fun than a barrel of … worms?!. Edutopia. https://www.edutopia.org/more-fun-barrel-worms

Curtis, D. (2002, June 6). March of the monarchs: Students follow the butterflies' migration. Edutopia. https://www.edutopia.org/march-monarchs