PBL Research Study: Studies Validate Project-Based Learning

http://www.edutopia.org/project-based-learning-research#

This article gives summaries of studies that show that project-based learning helps utilize technology in a way that "engages students, cuts absenteeism, boosts cooperative learning skills, and improves test scores." These studies are a little outdated, occurring in the late 1990's and early 2000. But it seems they are still relevant to today's students.

Two British schools completed a math study where one used open-ended projects and the other used more direct traditional methods. The results showed the project-based students scored much higher than the others in national math examinations.

One interesting study in 1996, showed that the effectiveness of using computers in classes depended on how they were used. Drill and practice had a negative effect on student achievement, whereas using computers to solve real world problems like using spreadsheets, simulations, or changing variables tended to increase student achievement.

Three schools in Iowa had students conduct three to six month long projects on one topic the emphasis on in depth study and "doing." All of the schools showed significants gains in academics in two to four years.

The Laptop Project where Toshiba and Microsoft provided laptops for many students and teachers found that although students increasingly assumed a role of directing their own learning, that after two years, there were not significant gains in test scores. There were several possible explanations given for the lack of academic gains including students did not have access to the laptops long enough.

A study done by the University of Wisconsin-Madison found that in order to successfully implement project-based learning, certain conditions had to be created. First, students must be able to build on prior knowledge and apply that to new knowledge. Secondly, students must use "disciplined inquiry" and thirdly, projects must have value beyond school. So unless a school is willing to change a lot, just having technology does little good.

Little Shop of Physics: A Mobile Hands-On Science Program Captivates

Imagine a classroom filled with discarded TV sets, magnet sculptures, plastic funnels, etc. that demonstrate everything from magnetism to momentum. In Fort Collins, Colorado, a science teacher has made a mobile museum called "Little Shop of Physics." Along with several other teachers and undergraduates, they travel even out of the country to give students the opportunity to play and explore physics. Brian Jones, the originator of this idea, believes there is too much lecture and not enough exploration. He creates the opportunity for students to discover things on their own.

"Kids are scientists from the beginning." Engage, explore, and explain are the three basics in effective teaching. Jones uses everyday household materials which gives teachers who are interested in creating a similar project the empowerment "to do it." You can find the parts to do this inexpensively.

Everybody wins in this "shop." Kids are filled with "oohs and a-ha's", their teachers learn new ways to present science, and for undergraduate students, it is like a job in a research lab.

Ten Steps to Better Student Engagement

"As a teacher, my goal is to go home at the end of each day with more energy than I had at the beginning of the day. Seriously!" Hm, that is exactly my goal also! I have yet to achieve it after 40 years plus in the classroom, but I keep trying. Seriously!! Yes, as one teacher mentioned to the author in a workshop, there are good days when you are in a "flow" with your students and it does bring great joy. Okay, so I have experienced a few of those, but too few and too far between.

The author gives some very good ideas about increasing student engagement, which makes this article well worth a read. He suggests project based classrooms, but also cautions that teachers and students must learn and practice the skills to be successful in this type of classroom.

As an 8th grade teacher, I recently assumed that my students would already have the skills to complete a project. Nope! We were building jets for the first part of the project. I reviewed the expectations of the final plane, discussed procedures for building and cleaning up, and found out that hardly anybody listened or I wasn't specific enough. So back to the drawing board. Basic skills for completing a project like this were not in place.

The first of ten steps for student engagement includes creating an "emotionally" and "intellectually safe classroom." Put downs by other students and the teacher are both factors that do not support collaborative classrooms. Training students that when you say, "Please begin," they all pick up their pencils and start working is a skill students must practice. Creating an active-learning classroom is also a must. Make tasks easy at the beginning and then gradually increase the challenges. Notice which of the activities you do actively engage kids and which do not.

Whether or not students love doing projects, depends a lot on how you scaffold the challenging tasks so that all can be successful. The author mentions how Japanese teachers value the last 5 minutes of class as a time for students to summarize, share, and reflect their learning of the day. Especially in Science, but any class, teachers should emphasize explanations of thinking rather than "right answers." Students should be taught to be self-aware about their thought processes and how they learn. The author provides a neat diagram to place after each question on a test. The student must mark whether he was "confused, maybe, I'm sure" about his answer.

The questioning strategies the author outlines are very useful and can be used by all teachers. He says professionals use a design process to outline their work before they actually do the final. Encouraging students to do this drives students to do higher quality work. The last strategy is one I think is very powerful and necessary. "Market Your Project" is a way that students know ahead of time who will be looking, judging, evaluating their work. It is for more than just the teacher. Parents, other teachers, students, and staff should be invited to view and critique the finished projects. This truly can engage students to do their best work.

The 21st-Century Digital Learner

What an intimidating article for us old "white hairs!!" Marc Prensky's article advocates that we as educators need to include our students' input in how we teach. He compares our education system of "herding [our kids] into classrooms and telling [them] what to do and when to do it" with the corporate world, "where businesses spend tens of millions researching what their consumers really want." He also equates students to women of the past before suffrage.

I believe he is way off in his comparisons. Children and adults are very different critters. We have schools to educate our children so that when they are adults, they will be well equipped to make decisions about what they want. Is Mr. Prensky saying that women are like our "bored," spoiled kids?

However, with that said, Prensky has traveled the world and engaged panels of students to get their opinions on what is happening in their classes. I am glad to hear that he realizes that not all students are articulate enough to participate in just such a panel, but thank goodness, most of them are. And he is correct that so many of these worthy students are left sitting in classrooms filled with frustrated teachers and many behavior problems. If school would address the needs of the students with behavior issues, the rest of the class could become much more involved in the classroom input and how they are learning. It is amazing to me how much more engaged students become when one or two disturbances are removed from the class.

He suggests listening more to students and following their advice. It is interesting to note the common threads to these student comments. Many are grateful for good teachers they have but "frustrated" with others who aren't so good. They feel that teachers don't listen or value their opinions.

I also have short versions of student panels. I am surprised by the number of students who want me to send behavior problems out of the class so they can proceed with the activities and projects that we work on. I try to give students choices about how they learn about science. I frequently discuss different learning styles with them and encourage them to use a unique way to present their learning.

Prensky finds that kids all over the world are thrilled to share their opinions and hope that educators will value these opinions and make changes. "We just don't listen enough to our students." Mr. Prensky, I would love to have more time to discuss issues with my students. However, the adults in charge of me, the teacher, have given us so many objectives to teach, a pacing guide to keep up with, and test scores to raise, that I don't even have time to turn around in my classroom. The bureaucracy in charge of education, from legislators to administrators who are long out of the classroom or have never been there in the first place, have taken teaching and learning out of the classroom.

"Not that the inmates should run the asylum," says Mr. Prensky, "but in order to be successful in these times, we must combine top-down directives with bottom-up input." I couldn't agree more with this. But these days, teachers aren't often consulted or listened to, so why on earth would anyone listen to students.

I found the comments from other educators and readers very interesting also. They varied from "Bravo, Marc Prensky," to "This article is going to be part of the first morning of a week-long staff development program for teachers," to "I want to take issue with some of your points," and "Will the students really riot if they are not allowed input?"

Lead, Don't Lecture: A New Approach to Teaching

The premise of this article is that you learn best when you make sense and make your own meaning. Of course, this adage has been around in education for many years. This article has five teachers' descriptions of how they coach rather than teach. The first teacher told of her student from Puerto Rico who spoke only a few words of English. The students were testing a hypothesis about mass and aerodynamics. The students design and throw the airplanes, measure and collect data, and plot it on graphs. They also perform various mathematical calculations like mean, median, etc. Her philosophy of teaching is about coaching, which includes teaching to the whole group and coaching one-on-one.

Another teacher uses the internet to coach students on how to be web literate. The students also discuss important issue by blogging back and forth. Another thing I really liked about this teacher was the fact that sometimes she joined her students and became part of a team doing the activity.

The third teacher pointed out that while you are doing one-on-one, you have to be able to count on the other kids to be productive independently while you are busy. That is a problem I also face in my classes. I usually spend most of the time with the struggling students and then do a quick check with the others to see if they need anything or want to discuss something. Usually, they are happy just working ahead and getting things completed. And they do a fairly good job of that. Sometimes it is necessary to revisit a concept or idea that didn't seem to be understood correctly.

Another problem mentioned is all of the test preparation teacher's are responsible for. That often leaves little time for students to do the types of deep critical thinking that is necessary in real life situations. Kids know when teachers care about them and will go the extra mile to please "the coach."

Stage Craft: Taking Cues from Theater Class to Help Make Math and Science Fun

Taking a cue from the football coach might be a great idea for math and science teachers. The players are active participants, unexpected things happen all the time, one person can let the team down, and there is no such thing as "good enough." The players are always trying to do better. Football also features adults who are interested and a public performance is demanded.

Why not incorporated these same skills and teamwork building into the regular classroom? I love checking out teacher tube where teachers like Dr. Loopy teach science concepts in goofy wigs, sing funny songs, and generally do almost anything to get a laugh. Talk about the unexpected! This makes me want to become my alter ego, Sister Suzy Scientist.

The article also talks about the responsibility of making students active participants. I am planning to have students make their own video on a science project to present to all of the classes. Or perhaps, make a video to present to a younger grade about a science concept. We could also make a video to present to parents on Parent Night. Good idea, Coach!

In Kagan's Cooperative Learning material there are many cheers and other ways to praise students and to let them know this coach appreciates their hard work.