Project Base Learning: An Evolving Process in Education

Students look forward to the endangered species unit each year.  They can't wait to "get their animal," then embark on research, writing and presentation.  It's a signature project in our school system--a memorable event that students look forward to every year.

This project has been a part of our school system for over 25 years. The project started long before the infusion of technology and prior to this information age. Long ago in the early stages of this project, it was eye opening to learn the facts and figures related to a specific animal, but now students regularly view that information on television, in books and online.  Hence, to report the facts is not as important as it was many years ago. However, to learn how to access information in efficient, focused ways, and then to use that information in ways that are relevant and meaningful to the learner and others is more important today.

Educon 2.4 led me to rethinking our signature project template and design.  I wondered about what really worked for this unit, and how I wanted to continue to develop this learning event for greater effect.

To start, I want to develop the introductory piece to this unit with greater intent.  I want children to have a working knowledge of the vocabulary and important information related to the study of endangered species.  I also want to give students a strong foundation of research skills.  And, I want to weave in activities and practice that will strengthen students' ability to read and comprehend informational text. Yes, I will be weaving common core principles into the unit.

Hence the project preview will focus on these essential questions:

• What information do biologists collect and study when learning about animals?
• How do biologists research and report animal facts and information?
• Why are animals endangered?
• Why is it important to save endangered animals?

Then, throughout the next four weeks of school, students will work in small teams, at home and with the entire class to read, study, respond to and discuss background information related to animal research and endangered species study.  I will tell students how and why I chose the initial information pieces, and then we'll discuss how to read and understand the text, videos, images and data. I will create a Google content website ("kit") to lead our work.

At the end of this period of research and exploration, students and I will begin to determine our research focus, essential questions, project design and process. Then students will embark on their independent (or collaborative) research, writing and presentation--the part of the project they are all looking forward to.

It is my hope that our research reports will result in a variety of presentations that not only report factual information related to an animal, but instead serve as an advocacy piece or action students will use to teach, inform, persuade and/or involve others in meaningful understanding and action related to the fact that many species in our world face endangerment.

This is the first of many posts to follow that will document the continued evolution of this unit to best respond to 21st century skills, tech integration and relevant, informed project based learning.  I know that students are ready to jump right in, but I want to take our time with this so that students begin to gain the discipline, focus, process and voice that are integral to project success and impact.

After the introductory period, I will allow for student voice when it comes to choosing their independent project focus.  I recognize the strength in letting children choose a subject they really want to study, but I also understand the power that comes from collaborative, community-focused project work.  Therefore I'll try to provide room for a balance between the two.

The students and I will continue to design and work on this unit.  In the meantime, if you have ideas for me, please don't hesitate to share.  Thank you.

Slowing Down the Day

Yesterday was a flurry of activity as we worked tirelessly to complete the film we're sending to China.  Today, I'm slowing down the pace and giving students a chance to take their time, transition peacefully, think and wonder.

In the same respect, I'm giving myself the time to notice the little things that happen in the classroom-- interactions, conversations, choices and events that are small in space and time yet impact students' school experiences with strength.

Lesson choreography like wonderful music will take on different speeds and beats dependent on the classroom focus at hand, and also like good music, sometimes it is important to slow it down for best effect.

Seasons of the School Year: Spring Vision

This is the time for vision in schools.

Why?

It is that time of year when students are testing and teachers are completing year end units. It is also the time of year when grade changes, new teachers, shifting administrators and school assignments are in the works.  Ordering is right around the corner, and summer vacation is not far off.

By creating vision now and communicating that vision soon, schools will impact the learning for next year significantly.  This is true because determining vision now will impact assignments, ordering, scheduling and teachers' summer reading and study.

As you consider vision, consider the following:

• How do you start the year with students and families?  What should the first day be like?  I always remember my first day at college--I felt so welcomed and cared for.  How can we make the first day of school a welcoming day for families and students, a day when teachers get to personally connect with each child?
• Will your school employ advisory groups and give each professional in the building a small group of students to nurture, support and meet with regularly throughout the year?
• What will be the expected pedagogy in your school?  Will you require teachers to devote part of their day or year to collaborative, 21st century, project base learning?
• What are the tech expectations for students and teachers?  What tools should all employ and access regularly to lead their learning forward?
• What do teachers and students want from administration with respect to professional development, tools and support?  Perhaps it's a good time to send out a survey so administrators can ponder the results over the summer months.
• What materials should educators be ordering, and what materials are now seen as possibly obsolete?
• Is there a need for structural changes in the school to match new pedagogy and learning design?

When considering the seasons of a school year, early spring is the season for vision--a vision that is shared and discussed with all educators within a system. 

Biome Murals

The students transferred their biome research knowledge today into creating paper-cut biome murals.  In part, we're making the murals to inform our upcoming endangered species study.

The project was much more challenging for the students than I anticipated.  Many students found the 21st century aspects of the project difficult.  The fact that students had to work together, decide on a design and create it as a group was challenging for their developing collaborative skill.

Also, application of the knowledge to design prompted critical thinking skills.  The creativity was challenging too as children tried to make trees, grass, flower, animals, vines and other natural objects with paper.  Of all the skills, communication was the the easiest as the continual use of language related to each biome was flowing.

This was a project where students were actively engaged and I was busy coaching each team.  I had to walk the "just right" expectations tight-rope as I coached as I wanted their murals to be accurate, but I had to be careful that I left room for their wonderful fourth grade creativity and voice.

We've got more work to do, and after that the murals will serve as homes for our paper sculpted endangered animals.  In the meantime, the project reminded me once again that it's important that we add rich, active, 21st century challenges to all the learning we do to broaden students' skill set, understanding, creativity and confidence.

Making a Class Movie

Today our class will make a movie. The movie will depict a day in the life of a fourth grader at our school. We are sending the movie to a Chinese elementary school so they can understand what our school is like.

We have a short window of time for our film creation, so this project will require focus.

A kind parent spent a day taking wonderful photos of the children's day at school. So today, we'll work together to combine maps, photos, music, title slides and short videos to tell a story about our school life.

We'll start by thinking about audience.  What will these Chinese students want to know about our school, and how will we deal with the need for translation.  Luckily we have a number of Chinese language speakers in our class.

After that, we'll divide into roles.  Some will make the transition videos, others will design title slides and still more will create music using Garageband.

As students complete their tasks, I'll ask them to upload their creations to Google docs and share them with me.  Then I'll work with a few classroom producers to place students' creations into our iMovie doc.   We'll save the final project on both Google and YouTube for easy access.

Making a classroom movie is a great collaborative project with many avenues for student choice, creativity and expression.  Have you made a class movie?  If so, what topic did you tell a story about?  How did your class collaborate? And what did you think was most important with regard to your audience?

Once the project is complete, I'll share it for your entertainment and critique.


Movie Note
In about four hours of collaborative, creative time the students and I pulled together this film.  Students wrote short scripts, videotaped introduction, created music, made transition slides and edited the film with my guidance.  We learned a lot about making a film and we'll apply our learning for our next project, films about endangered species -- stay tuned.


Take a Look at Our Film
School Day in USA