Posts Tagged PBL
This is a TED Talk that had popped up on my feed a few times, and now I’ve watched it, I can see why.
What if more classrooms were habitats in which wonder thrived?
What if classrooms were places that children knew their questions would be heard?
What if it was more exciting in a classroom to not know something, than it was to know something?
Kath Murdoch talks about the power of curiosity in classrooms:
One of my students followed up this investigation with the following juicy question:
Essential fluencies seem to structure skills within select criterion, however I am curious as to whether PBL uses these as guides (depending on the student’s PBL objective) or whether students are meant to meet all of these at different stages of their PBL (to achieve a final product)?
If this is a flexible criteria, would using a feedback grid be the most effective way of communicating the development of an idea (as it focusses less on curriculum goals, more on constructive advice)?
I decided to post my answer to part of this question here on the blog:
You’ve asked a good question about skills and standards. My understanding of PBL (and other inquiry-based models) is that assessing skills is just as important as assessing content knowledge.
There are two (opposing) axioms that relate to this:
- ‘What gets measured gets done’.
- ‘Not everything that matters can be measured; not everything that can be measured matters’.
At the moment I’m inclined to agree with the PBL movers and shakers – that developing ‘soft skills’ should be seen as a vital curriculum goal, just as important as the acquisition of discipline knowledge and technical skills. The argument here is that if we don’t find a way of measuring/assessing soft skills then teachers will continue to sideline them. Because ‘what gets measured gets done’.
The BIE crowd have developed a range of assessment rubrics for the four skills that they identify as most important to PBL specifically: creativity and innovation, presentation/communication, collaboration, and critical thinking. You can find them here:
Of course, the opposing view is that such assessment rubrics lead people to forget the second axiom ‘not everything that matters can be measured’. I know sometimes I’ve watched presentations for example that are awesome, but their awesomeness can’t be explained using the BIE assessment rubric. It’s like all rubrics actually need a criteria labelled “X factor!” for when a piece of work or project does something amazing that we didn’t plan to (or cannot) measure. And sometimes by focussing students so explicitly on assessment rubrics, they can get obsessed with how to ‘game’ the criteria to reach the highest standard, rather than taking risks in their learning to work toward a big-picture goal.
As there is no ‘Ultimate God of PBL’, we are free to use whatever framework we want to think about “soft skills”. We can take up the Essential Fluencies, we can take up the skills foregrounded by BIE, we can use the 4Cs proposed by p21.org, or we can use the General Capabilities from the Australian Curriculum.
But ultimately I’d argue that yes, whatever framework you choose, you should find a way of explaining to students the standards you are looking for on a range of criteria, for the particular project they’re working on. Assessment rubric sheets should be designed to make the criteria and expected standards transparent to the learner, and to aid the feed-forward process throughout a project as well as the feed-back process at the end of a project.
I know I haven’t answered all of the parts of this student’s juicy question, and we’ll be talking more about it in class. It may generate another blog post. In the meantime…
- How would you answer this student’s question?
- Do you agree that providing assessment rubrics for soft skills is useful for learning in PBL (or otherwise)?
Last week I presented material on using PBL in English at the AATE national conference.
Some English teachers up here in Brisbane gave me permission to show their work there, and I also shared some key links that helped me when I was beginning my PBL journey:
- The bie.org run down of what PBL actually entails
- Andrew Miller’s post on edutopia.org about writing effective ‘driving questions’
- Bianca Hewes’ post about how to ‘manage the mushy middle’ of a project
The big points about PBL that I highlighted by the end of the talk were:
- PBL involves a process of deep learning over time.
- PBL must involve an authentic audience beyond the teacher.
- PBL still involves small bites of teacher-delivered material, timed to support learning and project progress.
- PBL involves students in tackling real world concerns. Relevance is key!
Finally, I offered a range of my own ideas for PBL units for English. This frustrated non-teaching teacher would be very pleased to see others use/adapt/critique these project concepts…please report back if you do!
It’s the end of semester one, which means two things for me:
- It’s time to prepare my ethics application for my funded research on project based learning in secondary English.
- It’s time to finalise preparations for my own project based learning plan for next semester.
I’ve been trying out elements of project based learning (PBL) for a few years now, and this will be the first unit that I feel fully embraces the model to underpin class organisation and one of the two major assignments:
This assignment will no doubt shift a little as I develop marking criteria to align to the unit outcomes. Ah, constructive alignment, don’t you love it?
This blog will largely be used in the forseeable future to record and reflect on my PBL research and teaching.
This semester I modified my unit planning assessment for CLP409 (Secondary English Curriculum Studies 2) based on the outline developed by Bianca Hewes. You can see the 40 fantastic project outlines by her fabulous #EDMT5500 students on her blog.
Bianca developed her ‘Inquire, Create, Share’ model for project-based learning (PBL) units after finding that planning PBL units needed to involve more visible teaching and explicit structure to ensure students learned required knowledge and collaboration skills.
As I see it, this approach is a variation of existing models that suggest units of work be designed around phases of ‘Orientate, Enhance, Synthesise’. These particular verbs are popular in Queensland Schools, and can be found as one of two recommended unit planning frameworks on the QSA website.
The two things that I love about the unit framework that Bianca has developed are:
- It provides a structure for PBL units that takes on the narrative flow I find so natural in teaching – there is a clear beginning, middle and end in these units.
- The shift in verbs used to drive learning activity is important; activities to ‘Orientate, Enhance and Synthesise’ could still be very teacher-centered but ‘Inquire, Create, Share’ and similar verbs deliver an imperative to engage student-centered learning and project sharing.
Following Bianca’s lead I am posting my Assignment Task Sheet here for all to see, and below you will find some of my students’ finished products, reproduced with their permission.
Please notice that I used the same Driving Question as Bianca, ‘How can I create a project for English that will help my students own their learning?’, and that I retained some of the structure of her original project as well. Some things I did a bit differently were: adding an essay writing component where students justified their choices using scholarly and professional literature; requiring students to refer to Australian Curriculum elements rather than ISTE NETS and professional standards; providing models of other assignments.
Of course, I could only provide my class with models of assignments because Bianca’s students had been willing to publicly share their work in the first place. So a big THANK YOU to those fabulous (and generous) #EDMT5500 students, and to the University of Sydney, for making their work available to the world 🙂
Today I attended a whole-day symposium on ‘learning and teaching in collaborative environments’, aka the LATICE program at QUT.
At the start of the day I was really excited to hear some of the speakers referring to the new learning rooms in the uni as ‘PBL rooms’. I had previously known these rooms as ‘collaborative work spaces’, or ‘CWS rooms’, but I was all too happy to change my terminology – how handy, I thought, to suggest PBL as a recommended pedagogy for such rooms!
Unfortunately, as the day went on it became clear that most people using the term PBL were referring to ‘problem based learning’, not to ‘project based learning’ (which is my preferred teaching style). I say unfortunately not because I have any beef with problem based learning – I think it’s great, in fact. But PROBLEM based learning is just one way to organise learning experiences.
And the ‘which PBL do you mean?’ problem doesn’t stop there:
I have written a little before about the nature of ‘play based learning’, and think it’s important to draw on ALL of the above PBL models in a balanced teaching approach. I’m open to hearing how this may not be the case in other disciplines/faculties, but in the Education sector we certainly have to be across all three approaches.
The issue of nomenclature here is far from trivial. As frustrating as it is, I think we may need to complicate the cute ‘PBL’ acronym to enable practitioners to distinguish between the approaches. I could suggest:
- PmBL (problem based learning)
- PjBL (project based learning)
- PlBL (play based learning)
…fully realising that this just looks clumsy to some!
Any other suggestions for a way forward on this?
See, problem– and project– based learning differ importantly in the sense that a learning project should not have a pre-determined outcome, whereas a learning problem often does (imagine here a student working through a well-worn math problem). The difference between project– and play– based activities is also important, as learning projects do get assessed, whereas play is supposed to be low stakes and, well, playful.
One thing is for sure – we simply ought not go on giving presentations where we drop the ‘P’ term without qualifying which one we mean!
So…which PBL do you mean when you say PBL?