Project Based Learning (PBL) - Reaching the Gold Standard

Each year I watch teachers work hard to transform their instruction to meet the needs of 21st century learners. As a group of educators, we slowly continue to make the transition from whole-group instruction to small-group, we move our role from instructor to facilitator, and continue to search hard to find ways to include technology to keep our students engaged for as long as we possibly can.

I have watched as teachers, who have done it "their way" for years begrudgingly make the transition from their whole group to small group instruction, working hard to create center-based activities,  and trying hard to keep up with the fast paced entrance of technology that continues to force its way into the classroom. Although these methods and ideas continue to invade teachers repertoires, one method continues to fight hard to make it's way into the mix....PBL, or project-based learning.

My personal belief for PBL struggling to become so widely used is the complexity of preparation that it brings. I recently watched some videos on edutopia.com which modeled some exemplar classrooms using PBL, and from the outside looking in, it might look as if the students are the ones doing all the work. But upon closer examination, that would be exactly what the teachers want you (and their students) to think. Most of the work that is done by the facilitators are done behind the scenes. This includes setting up field trips, organizing a variety of experts to be available to the students, and making sure the students have the appropriate expectations laid out for the length of the PBL opportunity. The great thing watching these students work through this process is the amount of authentic learning that occurs. Ultimately, this is the main goal of PBL, creating authentic learning opportunities that incorporate a variety of standards and allow students to have accountability while sharing their learning.

In order to make sure PBL is not just another fad in learning, The Buck Institute for Education has created a set of Gold Standards.

Image taken from
 http://bie.org/blog/gold_standard_pbl_essential_project_design_elements

The graphic above shows you the a representation of what the gold standard for PBL looks like. At the center of every PBL should be an in-depth understanding of standards and concepts. It also must be based around critical thinking, problem solving, and self-management. Each PBL should begin with a challenging question which will help make the learning more meaningful. Sustained inquiry is a cyclical process that does not involved a simple text-book reference, but more of an in-depth search for answers. This could include a variety of resources, including expert interviews. Once answers are found, students dive deeper into their questioning and begin the process again in order to find more detailed information. In my opinion, one of the most important features of a PBL is the authenticity that it brings to the table. This is the "real-world" learning experiences that are provided from the learning opportunity. One of the best examples of this is from one of the videos I recently watched. In Eeva Reeder's geometry class, students are working hard to design what a school might look like in the year 2050. Not only is this a perfect example of what an authentic learning experience looks like, but it has the total gold standard package. Click here to read about and watch Ms. Reeder's class in action. Fewer things bring engagement more than giving students voice and choice in their learning opportunities. This makes it an easy selection as part of the gold standard. "More advanced students may go even further and select the topic and nature of the project itself; they can write their own driving question and decide how they want to investigate it, demonstrate what they have learned, and how they will share their work." (Larmer, 2015) At times, reflecting on an experience can be more valuable than the experience itself. That is why reflection is a crucial aspect of the gold standard. This includes students reflecting and evaluation how they might approach their next project. The next step might be the hardest pill to swallow, and it's something that needs to be taught as much as anything. Critique and revision might be one of the more difficult aspects of the gold standards in PBL, but it is definitely a crucial step. This does not only include critique from peers and teachers, but from real-world experts as well. This is just another step that gives PBL opportunities their authenticity. Ultimately, a PBL would be nothing without the public product. Not only does this add more authenticity, but it gives accountability to each student. What better way to demonstrate learning than to share your learning with parents, teachers, peers, and members of the public.

These standards are the baseline for establishing PBL opportunities in the classroom. As a first grade teacher, I am still skeptical to how this can all be done, but I am not skeptical that it is worth it, and where there is a will, there must be a way. If you need convinced on the validity of the value of PBL opportunities, look no further than the following videos. 

More fun than a barrel of ....Worms?! - Curiosity about a classmate's cystic fibrosis leads to a study on genetics.  

March of the Monarchs - students follow the butterflies' migration. 

As a primary level teacher, I see the excitement and importance of PBL, especially after the previos videos. Over the next few weeks, as my excitement and learning grow, I hope to share with you how we can make PBL's a viable learning opportunity in any classroom.

Resources

 Larmer, J., & Mergendoller, J. (2015, April 21). Gold Standard PBL: Essential Project Design Elements. Retrieved June 28, 2016, from http://bie.org/blog/gold_standard_pbl_essential_project_design_elements 

 Curtis, D. (2001, October 01). More Fun Than a Barrel of . . . Worms?! Retrieved June 28, 2016, from http://www.edutopia.org/more-fun-barrel-worms

Curtis, D. (2002, June 06). March of the Monarchs: Students Follow the Butterflies' Migration. Retrieved June 28, 2016, from http://www.edutopia.org/march-monarchs

 Armstrong, S. (2002, February 11). Geometry Students Angle into Architecture Through Project Learning. Retrieved June 28, 2016, from http://www.edutopia.org/mountlake-terrace-geometry-design