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Hidalgo, Texas, United States
24/7/365 Educator! I really love what I do and love to implement technology as much as I can, to meet the needs of my digital native students. I consider myself a teekducator (technology geek+educator) and like to take advantage of Web2.0. I'm an Instructional Media Masters Graduate from Wilkes University and am currently finalizing my Principalship from Lamar University! I'm a 5th Grade teacher @ Valley View 5th Grade Campus, this is my fifth year teaching! =)

Sunday, July 3, 2011

(u01a1) Blog - PBL

The three PBL examples viewed this week all shared common aspects.  First, it is to no doubt that the PBLs in each class were well prepared and organized by the teacher.  Because of this well organization, the PBLs were executed flawlessly and easy for students to understand and produce great outcomes in their projects.  Second, the students in all three classes were very enthusiastic and engaged in their projects, which meant learning was exciting and fun and was easily viewed in their faces.  Third, all PBLs showed how well students can work independently in groups and collaborate with each other and then share their knowledge and findings to others energetically.

The structure of all three PBLs shows the teachers role of a facilitator and the students role of researchers and investigators.  This structure produces high expectations from both the teacher and student and both must work in collaboration in order to produce the final project/outcome.  Although it produces high expectations, all and all this learning experience and incorporation of PBL in the classrooms increases students engagement in learning.  As I mentioned above in all three classrooms the students are enthusiastic, engaged, and want to learn more, which poses their role of investigators and researchers on the specific PBL topic.  Due to this students easily presented what they had learned and can reflect back to it as background knowledge in the future.  This hands-on experience project is priceless and something they will always connect to.

Refrences

Armstrong, Sara.  (2002).  Geometry Students Angle into Architecture Through Project Learning.  Edutopia.  Retrieved from:  http://www.edutopia.org/geometry-real-world-students-architects.
Curtis, Diane.  (2002).  March of the Monarchs: Students Follow the Butterflies' Migration.  Edutopia.  Retrieved from:  http://www.edutopia.org/march-monarchs.

Curtis, Diane.  (2001).  More Fun Than a Barrel of Worms.  Edutopia.  Retrieved from:  http://www.edutopia.org/more-fun-barrel-worms. 
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1 comment:

  1. Bill DoltonJuly 5, 2011 at 7:56 PM

    PBL as priceless — I like it, Sara! You identified some key traits of PBL: lots of prior planning, high student engagement, and students working more independently of the teacher while collaborating with classmates. The change of roles for teachers and students can make adoption of PBL problematic in some instances — even if the results are priceless.

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