The Success of Project Based Learning

This has been a rough year.  The students had difficulty becoming a cohesive class, we struggled to make groups that would work together, and there were some who used technology inappropriately.  Often, we start out this way but, by December or January, the class is really moving.  Not so this year.  


I'm still struggling to figure out why this is.  Yes, there were students who had social issues.  But I always have that.  Yes, there were students who were over or under assertive.  But I always have that.  Yes, there were students who had hardly any technology skills to start with.  But I always have that.  


I think part of the problem was lack of time to work on creating a cohesive classroom.  Our district adopted many initiatives this year that took both Christine and me out of the classroom often for various training sessions. Having substitutes try to teach children to be cooperative doesn't work very well.


I think another part of the problem was our frustration with trying to incorporate all of the initiatives into our already successful program.  Surely, although we tried very hard not to let it, our frustration must have transmitted to the students.  


Although I might never have the definitive answer, I will continue to think things through in the hopes of making them better next year.


So, if the year was so difficult, and many projects were left by the wayside, why did I call this blog "The Success of PBL"?  That has to do with the end of the year.


About 6 weeks ago, Christine and I sat down and looked at all we still had to cover before school let out.  We had two major units to cover - one in social studies and one in language arts.  We also had a health unit and a writing unit.  


The health and writing units were easy.  Health at this time of year is Family Life - otherwise known as sex education.  Even though it is a teacher directed unit, the kids love having the discussions and learning all the (gulp) details about sex and reproduction.  


The writing unit was easy because it was poetry.  I love teaching poetry, love presenting the students with my favorite poems, love seeing how they interpret and then create their own poems.  They move from hating to loving poetry. This was a no-brainer.


But social studies and language arts.  We started with language arts - tall tales.  Each year when we do this unit, we have the students work as groups to read and retell a tall tale in a unique way.  We were skeptical about whether or not this class could handle group work anymore.  We had mostly stopped working on projects for a few months and were hesitant to start up again when the kids were in a "school is over" mode.  But we were willing to give it a shot. It was a project we had done before.  We had all the material we needed and really didn't have to do much preparation.


The next unit, the Civil War, was much more difficult.  This was a unit we had never done as a PBL unit.  We always taught it as a teacher directed unit due to lack of time.  But we decided to give the kids another chance at projects.  So we created a wiki, complete with essential questions, resources, and requirements.  We created groups based on interest and crossed our fingers that the children would be able to work together.  


The language arts projects were fun for them to work on.  They enjoyed creating props and costumes, trying out accents, and playing parts.  They weren't as creative as we would have liked but they did learn their stories.  You can view them on our website.


The Civil War project far surpassed my wildest expectations.  This was the first unit we did no preteaching for.  We gave them the resources, suggested they start with the textbook (never discount the textbook as a great beginning resource for basic information), and sent them on their way.  And they came through.  For the last few weeks, the class has been working diligently to complete these projects.  Along the way, they have shared their information, collaborated on ideas, and helped each other out.  They really learned about the Civil War. I think much more than they would have if we had done all the teaching.  And they really embraced the projects.  


Today is the last Monday of school.  Tomorrow is our last full day.  Usually, at this time of year, we are watching movies, playing outside, and watching the clock slowly tick down the hours until dismissal.  But with this project, the children haven't had one moment of free time and they haven't complained a bit about that.  They worked all day today, preparing for presentations tomorrow.  The whiners aren't whining.  The bossy kids aren't bossy.  The followers are leading.  The slackers are working.  There isn't anyone who isn't trying their hardest to complete this assignment and support their group members.  PBL was a success.


So I ask myself, "Why is it that the class who couldn't manage to work in any group cohesively and cooperatively were suddenly able to pull it all together for one final project?"  Maybe it has to do with us finally trusting them and just giving up the reins.  Maybe it was about how we gave them so many options this time - choose your topic, learn your material, choose your presentation method.  Don't like your choice?  Then change it.  The tool you chose isn't working.  Find another one.  Maybe they have learned enough technology to make all the right choices, do all the research and be successful independently.  Maybe they were just bored enough to try again.

Whatever the reason, I'm glad to end the year with this success.  It reminded me why we have a PBL classroom to begin with.  And it reminded me that everyone deserves a second (or third or fourth) chance.  Especially children.  And very tired teachers.

Image: 'Difficulty' 
http://www.flickr.com/photos/21375717@N00/73788470


Image: 'frustration' 
http://www.flickr.com/photos/76172701@N00/2157057475


Image: 'PAUL_BUNYAN_POSTCARD' 
http://www.flickr.com/photos/69805768@N00/595001955


Image: 'Lincoln : Gettysburg Address text' 
http://www.flickr.com/photos/81859405@N00/361303918


Image: '3d people partner.' 
http://www.flickr.com/photos/40780016@N02/3915512588

Warning! PBL Classroom Ahead!

In about a week, Christine and I are going to be teaching some district teachers about using Project/Problem Based Learning in their classroom.  And as I sit thinking about what to cover, I realize that there are some caveats that need to be covered.  You see, talking about how and why is the easy part.  The difficult part is getting teachers to buy into the idea.  Because what usually happens is that teachers try one project and say they will NEVER try that again.  

So here's what I want them to know:

1. Expect noise and controlled chaos.

• While students work on projects, they get excited.  And excited students tend to get noisy.  Expect to hear lots of loud discussion, much laughter, gasping as they finally get an idea or solve a problem, and constant calling of names as they call over their classmates to see exactly what they just discovered.
• What can you do about it?  Set rules about noise volume, give students technological ways to talk (chat rooms are great for this), and close your door so as not to disturb others.

2. Expect your projects to take up more time than direct instruction.

• Yes, it is true that projects take up more of your time.  And we all know time is at a premium.  However, your students will learn much more while creating and solving problems than they will by listening to a lecture, completing a worksheet or reading a text.  
• What can you do about it?  Cut down your curriculum by focusing on the big ideas and not the small details.  For example, knowing the names and definitions of landforms in your area is much less important than knowing how people in your area adapt to the landforms in order to survive.  

3. Expect others to not quite understand.

• I truly believe that the other teachers near our room think we do nothing but play in our classroom. When they walk by, kids are moving around, talking to each other, grabbing laptops, books, and other tools, heading off to the library, and looking for quiet spots to record or practice scripts.  From the outside, it certainly doesn't look like Christine and I are doing much teaching.  None of the preparation we go through is seen while students are working.  And often we are seen sitting with one group having a conversation.  Or even sitting on our computers checking collaborative documents and leaving messages for the students while they work.  Doesn't look the same as standing in front of the room lecturing.
• What can you do about it?  If you really care, complain about the difficult work you do when you are in the faculty room with others. That's what everyone else does. ;) If you don't really care, close your door and keep doing what you're doing.  You really only need the support of the administration and the parents.  For them, send articles about PBL, share end products, and post work being done as a project progresses.  Share!

The more success we have with PBL, the more difficult it becomes to find reasons not to do it.  So expect noise and confusion.  Expect your schedule to be totally messed up.  And expect your students - all your students - to be engaged and learning.  And that's really all we should care about!

(If you want to know more about how to set up a project, Chris Lehmann gave a super presentation at NECC08.  Wes Fryer recorded it and you can view it here.)

Image: 'Hear for a Picture'
http://www.flickr.com/photos/33917831@N00/2761445849

  'veritum dies aperit'
http://www.flickr.com/photos/73584213@N00/322654818

'The Burden of Thought'
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The Perfect Storm?

As anyone who has read my blog knows, I am a co-teacher in an inclusion classroom. Christine Southard, the special ed part of the program, and I are in our third year together, second full time. We have many successes to speak of, are often complimented by our colleagues for how well our students are doing, and hear very positive comments from our parents. We are frequently asked how we run our program...why we have such success. And Christine and I disagree about whether or not our program can be duplicated. Our assistant superintendent called us "The Perfect Storm." She is not so sure our program can be repeated by different teachers. I am not so sure I agree with her. I do believe that our program can and should be duplicated. But I do think certain factors have to be set in place.

1. Philosophy

Christine and I share a very important philosophy. It is one in which we believe that all the children in our class are part of the class. I know that sounds basic but what it really means is that we have the same expectations for all our students. And we give all students what they need to meet those expectations. We differentiate instruction, provide tools, give additional help...all within the setting of a regular education classroom. And we both provide this service. Christine and I do not have my students and her students. We are both responsible for all the children.

Now it is true that we came by this philosophy ourselves. And not all co-teachers have this philosophy but I do believe this idea can come top down. If an administrator set up a program following this set up, the teachers would have to work under these constrictions. And the children would benefit.

2. UDL Helps Inclusion

Christine and I understand that certain children learn better using tools. One might need a slant board to eleviate writing fatigue, another might need voice activation on a computer, a third might benefit from using a digital recorder to get thoughts down. By making these tools available to all children, the children who need them don't stand out quite so much. If four different children pick up a digital recorder during writing time, the one that needs it won't feel so uncomfortable using it. Now it is true that some children need tools that cannot be offered to others, such as a wheelchair or hearing aides. Then it is important to speak openly about the situation. Let the child using the tool explain to the class how it helps. Make this assistive technology understandable instead of unusual.

How can this work for other teachers? Don't make technology available for only small parts of the day. Keep baskets of fidget toys, allow children to move around the room as needed to see better or be more comfortable, make computers available whenever possible. Teach children how to figure out how they learn best. Then allow all the students the freedom to use what tools are necessary to meet their needs. Don't just focus on the children who have been labeled. Give all the students the responsibility for their own learning.

3. PBL Also Supports Inclusion

While much has been written about using Project Based Learning to help children better engage in content and have deeper understanding, Christine and I have found that PBL also helps all of our students meet with success. The child who struggles with writing can create a fabulous video demonstrating knowledge. The one who cannot yet read on grade level can be read to or can watch videos to learn the information that another can learn in a textbook. And the child who loves talking can create podcasts of information his classmates can use to learn content. By allowing all students choices in how they learn, the child who struggles in a particular area does not stand out so much for not reading well or writing well. This child, who normally fits into the bottom of the class, has an opportunity to shine and be the expert reporter, producer, or editor.

Administrators should spend staff development time and money to help teachers learn how to use PBL in their classrooms. Once again, when the top says do PBL, the bottom will do it. Maybe not happily at first but hopefully the administrators know how to encourage teachers so they will understand the benefits and want to try it out.

4. Children Work Better in Smaller Groups

Christine and I create groups for almost all subjects. We have leveled groups in math, reading, writing, and language arts. We preassess for skills and provide small group instruction to assist students who need support with these skills. We have found that often children move in and out of need groups as the skills change. The child that struggles with spelling might not need the punctuation group. By moving children in and out of groups, they begin to see that all of us need help in some areas and none of us need help in every area. Children get comfortable understanding that they are getting what they need, when they need it. We don't have "dummies" and "smarties" in the class. Just children who are learning.

There are three reasons this is easy for us to accomplish - so administrators take note. First, we are together full time. Christine is with me every day, all day. When we worked together only part time, it was much harder to have consistency with small groups. Second, we have a separate room into which we can move a group. This allows us to both teach at the same time. We don't always pull kids to the "break out room" but when the groups are large enough, it is easier to move down the hall then it is to move to a back table. We also take turns moving to the "break out room." It is not just the special ed room. And the third reason is that we work hard to avoid having students pulled out for extra help. We support our math, reading and writing resource students in class. Sometimes, a resource teacher will push in to the room, sometimes we provide the services ourselves. Keeping them in the room makes scheduling small group instruction much easier.

Do other factors come into play?

We both work very hard to make our classroom engaging, fun, and supportive. We spend a great deal of time teaching the children acceptance and respect for each other.

We both are capable of showing our students that we are learners, too, and as such, have our own struggles to overcome.

We both believe in telling children the truth. We want them to understand their struggles so they can compensate. And so they can understand that others might also have the same struggles.

And we are very different types of learners and, therefore, different types of teachers. While Christine, the Queen of the Graphic Organizer, is demonstrating how a graphic organizer can assist the students with their writing, I, who cannot work with graphic organizers, am supporting those who find them confusing by showing them how I organize my writing. This allows the students to see more than one way to tackle a situation.

Do I think these factors help create the Perfect Storm? Well if they do, then maybe our program can't be duplicated. But I am still an idealist. I see how our students thrive. And I want that for all students. So I want to believe that it can be duplicated. And I want to believe it is relatively easy. So when people ask how, I want to keep telling them. But I also want to make sure Christine and I stay together for as long as we are both teaching. I don't want to take any chances.

Photos
'rayo 3'
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' Jeff Bezos'
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'Fellow Commuter Enjoying Adam Curry's Podcast'
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'Fernando explaining something'
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A Magic Wand

On Thursday, Teachers are Talking hosted David Warlick as our guest. He answered questions about changes he's seen in the classroom, a bit about politics, and a great deal about the future of education. And then he posed a question of his own. "If you had a magic wand," he said, "no obstacles...what would you make happen for all teachers?"

Now this is a powerful question. The question really asks one to think about sweeping changes, huge reform, major differences in education. So I wave my wand and what happens?

First, my wand would eliminate state testing caused by NCLB. I have watched, over my 20+ years of teaching, some amazing teachers move from making learning fun to making learning all about preparing for a test. Now I don't believe things have to be this way and I don't think they are in my classroom but, even in my own classroom, we talk "test". And I hate taking time out of learning to talk "test". I do believe we need to be held accountable for our students learning but there has to be a better way than using a test that doesn't really measure learning.

Second, my wand would put two educators in each classroom. And let's throw in an aide also. This is the setting I work in right now. There is a regular educator (with a special ed. background) and a special educator in the room full time. And we have a full time aide, there to support children and help with the classroom minutiae. This setting is ideal. We teach ALL children on their level, giving all students the support and enrichment they need for every subject. Having a second teacher in the room allows for small group and individual instruction to occur all day, not just when I have a moment.

Third, technology would be available and working all day. One to one laptops would be on hand at all times, the interactive whiteboard would be running, no sites would be blocked - enabling us to use any tool available online, the cameras and digital recorders would have charged batteries, with extras in the charger, and the webcam would be on and accessible.

Fourth, there would be ample time every day to plan with my co-teacher, meet with parents, post podcasts, edit videos, etc. David suggested 3-4 hours a day. I am not sure I need that much time. But one day a week with no students would cover it. Or an hour long prep each day with an hour long duty free lunch would be great. I have now an hour long duty free lunch and a 35 - 45 minute prep each day. It is almost enough time.

Fifth, all teachers would have to set up a PBL classroom. No more using textbooks and worksheets, no more having students sit at desks for hours listening to lectures. Children will be engaged and energized working in cooperative groups to create - and demonstrate their knowledge. And it would be great if those cooperative groups could be outside the four walls of the classroom.

So there are my "magic wand" wishes. The reality is that I have a pretty ideal classroom situation. While there are things I would love to change, most of it I just love. And so do the children. So my magic wand would offer what I have to all of you. Can you create the ideal classroom? Have you?

Image: 'The truth brings no answers sometimes.' www.flickr.com/photos/70213268@N00/315842577

Image: 'Four heads are better than one' www.flickr.com/photos/26406919@N00/279625345