Project Based Learning

5 Ways to Avoid Project Based Learning Fluff #HackingPBL

This post is #3 in a series of 10 posts that serve as extensions of the 10 chapters in Hacking Project Based Learning, which I coauthored with Erin Murphy. This post is an extension of Chapter 3, which focuses on deciding on which content your project should focus. #HackingPBL

For all of the posts in the series, tap/click here.

When I taught fourth grade, I was initially met with skepticism from other teachers when I started to regularly engage my students in project based learning (PBL) and STEM (science, technology, engineering, mathematics). I think much of this apprehension existed because some of my practices did in fact perpetuate the myth that PBL was fluff and that the “real” teaching and learning takes place through more direct instruction. However, as I continuously reflected upon and refined my craft, many of these doubters went from, “That wouldn’t work with my students!” to “How can that work with my students?”

Looking back, I still think some of my original PBL practices were forgivable, simply because I had to begin somewhere (Don’t we all?). But, there are definitely some bits of advice I wish I had been given prior to getting started.

That being said, here are five ways to avoid project based learning fluff.

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Should we grade 21st century skills? #HackingPBL

By Ross Cooper 7 Comments

This post is #2 in a series of 10 posts that serve as extensions of the 10 chapters in Hacking Project Based Learning, which I coauthored with Erin Murphy. This post is an extension of Chapter 2, which focuses on explicitly teaching collaboration skills. #HackingPBL

For all of the posts in the series, tap/click here.

Last week I participated in the EdLeader21 conference in Denver, Colorado (highly recommended). Two of my highlights were Jay McTighe’s (@jaymctighe) two sessions – one on curriculum design and the other on project based learning – and a closing session on design thinking by two members of Stanford’s d.school.

Throughout the conference (and also during much of this year’s in-district professional development), the primary theme that served as the basis for all of the work was the 4Cs: critical thinking, communication, collaboration, and creativity. In fact, the EdLeader 21 website sells 4Cs rubrics (free for members), and Jay McTighe’s latest book (which I purchased after watching him present, but have yet to fully read) also contains rubrics for these skills.

Should these skills be graded?

First, let’s keep in mind there is a difference between assessment and grading. Whereas the goal of assessment is to improve student learning, grading (or a grade) is generally used to evaluate current level of performance. And, I don’t think anyone would necessarily argue against assessing these skills, at least within the context of learning experiences.

So, back to the question at hand…

When I initially sat down to write this piece, my answer was a definitive “No!” However, upon further thinking, any well-designed project based learning experience (and many activities/assignments) will naturally require students to engage in all 4Cs, with the possible exception of collaboration if students are to work alone: critical thinking when students investigate higher-order questions, communication when students explain processes and decisions, collaboration as students rely on each other’s strengths, and creativity through opportunities for student choice…Therefore, if/when grading takes place, students’ abilities to navigate the 4Cs contribute to their grades in one way or another.

So, I’m thinking the better question is whether or not these skills should be graded in isolation.

Reimagining Learning Spaces with Design Thinking #HackingPBL

By Ross Cooper 12 Comments

This post is #1 in a series of 10 posts that serve as extensions of the 10 chapters in Hacking Project Based Learning, which I coauthored with Erin Murphy. This post is an extension of Chapter 1, which focuses on establishing a culture of inquiry and creativity. #HackingPBL

For all of the posts in the series, tap/click here.

Before I left the classroom a few years ago, there were a few items on my bucket list I never got to accomplish (and I would have accomplished them had I taught for just one more year)…One of these missed opportunities was a complete redesign of my classroom.

You see, the final year I taught fourth grade, my students and I started our work in science by learning about the scientific method through the creation of original egg packagings with a process called design thinking. In short (ok, very short), students didn’t just engineer creative products, but they did so with empathy for the consumer in mind. And, they then assessed the effectiveness of their homemade creations based on what they determined to be the indispensable features of an exemplary product (while visualizing themselves in the shoes of the consumer).

My students enjoyed our design thinking work so much, following the egg unit and throughout the year I consistently told them something to the effect of, “Once state testing is done in April, I’ll give you a budget of a few hundred dollars and you can use your experiences with design thinking to revamp our classroom.” Nevertheless, for one reason or another, the overhaul never happened.

Stop Posting Essential Questions for Every Lesson

By Ross Cooper Leave a Comment

Essential Questions, by Jay McTighe and Grant Wiggins, p. 15

My Thoughts on the Excerpt

1. Learning Targets for Lessons, Essential Questions for Units

If students are able to thoroughly investigate an essential question within a given class period, the odds are it’s not an essential question. As stated, it could instead possibly be a leading question or guiding question…On the other hand, students can benefit from a learning target being posted for every lesson.

How to Transform Step-by-Step Directions into Inquiry

By Ross Cooper 9 Comments

In a previous post we explored a potential problem with prepackaged STEM products (or STEM in a box). In short, the problem is when schools and districts invest more in them than they do in their teachers. Because, if the ultimate goal is to leverage these resources to promote inquiry-based learning (which it should be), some form of professional learning is most likely needed, as opposed to simply handing over the goods and believing their potential will be maximized.

Now, let’s examine how teachers can take a product with step-by-step directions and transform/reconfigure it in such a way that inquiry-based learning is promoted…For the purpose of this post, we’ll look at how I previously accomplished this task with solar powered cars, but I believe these same ideas and steps can be applied across countless products/contexts.

The Problem with Prepackaged STEM Products

By Ross Cooper Leave a Comment

This post was originally published on Tom Murray’s (@thomascmurray) blog.

Over the last handful of years we have seen an explosion in science, technology, engineering, and mathematics (STEM) education. And, coinciding with this movement has been an influx of new STEM-related products that are school friendly. Some of the more popular merchandise includes littleBits, Snap Circuits, and Spheros.

The Problem

While there is no doubt in my mind many of our students will benefit from these products, and I do wish they had been invented while I was still teaching fourth grade…something is missing if we’re not doing much than placing these items in the hands of our students and teachers, crossing our fingers, and hoping for change.

At the end of the day, these are tools or resources that can help in shifting mindsets and culture, but I do believe an overreliance on them means too much time and energy is being spent in the wrong place.

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Project-Based Learning: The Easiest Way to Get Started

By Ross Cooper 8 Comments

As mentioned in a previous post, one element of effective professional development is taking into consideration who is on the receiving end of it (in regards to their experiences, beliefs, attitudes, current practices, etc.). On a recent webcast I listened to Daniel Pink claim how the project-based learning label is constantly overused and misused by educators, and this is a statement with which I can easily agree. As a result, when presenting project-based learning professional development it could be advantageous to not just discuss best practice, but to take educators from where they might be (projects) to where we think they should land (project-based learning).

We will compare and contrast the two columns on the chart, one step at a time, while also discussing how the transition could be made from projects to project-based learning in a way that is transparent and simplified.

Project-Based Learning Professional Development

By Ross Cooper Leave a Comment

A handful of years ago, my school district began a project based learning (PBL) initiative and has since continued these efforts in the form of an initiative on Science, Technology, Engineering, and Mathematics (STEM) education. As a result of the district placing their stamp of approval on these approaches to teaching and learning, I have witnessed a noticeable increase in the number of teachers who are promoting classroom projects, inquiry-based learning, and collaborative education.

This year, my school’s professional development committee decided to make PBL one of the main focuses of teacher learning, and I could not be happier. This is an initiative that I am helping to lead, along with one of the fifth grade teachers in my school. My colleague and I are teaching three sessions on PBL (two of which have already taken place). All sessions are exactly the same (more or less), and each teacher is required to attend one of the three sessions.

Adobe Educators’ Choice Awards

By Ross Cooper Leave a Comment

Recently, my Pinball Wizard project was chosen as the Grand Prize winner for the Primary/Secondary Cross-Curricular category in the Adobe Education Exchange 2011 Educators’ Choice Awards. This is a contest that features innovative teaching and learning materials, which are created with the help of Adobe products. Many of the teachers in my district and students at my school helped to support me in this endeavor, and I cannot thank them enough. As a result of the contest, I have won a 15-inch MacBook Pro (which I am typing on right now) and the Adobe Creative Suite 5.5 Master Collection (which I am still waiting for in the mail). Also, after the contest, the PR manager from Adobe contacted me about doing an interview with one of their bloggers. The interview can be found here.

Below is a description of the Pinball Wizard project. This description was a part of my entry, along with the project’s website, student samples, and a video of students playing on their pinball machines.

Challenge Based Learning Presentation

By Ross Cooper Leave a Comment

My district starts off every school year with two days of staff professional development, which takes place at the building level. This year, my principal asked me to share with the other teachers what I had learned at this summer’s Apple Distinguished Educator (ADE) Summer Institute in Arizona. My presentation took place during the second day of our professional development, and it lasted for about an hour.