Project-Based Learning Research and Planning

This week I viewed several samples of different project-based learning (PBL) units at the elementary level.  After my realization last week that what I was doing in my classroom thinking it was PBL when it was actually closer to thematic units, it was nice to read about and see some examples of PBL in action.

After reading about the eight essential components of PBL last week, the point that resonated with me the most is that the project must have some relevance for the students participating in order for them to buy in to the idea and take ownership of their learning.  I looked at an example in which kindergarteners used a mobile that was installed in a school corridor as the basis of a PBL project in which they wrote letters to various groups in the school and community to tell them about the mobile, and worked in groups to write poetry regarding the trees that were used to create the main part of the mobile.  I also viewed an example of another PBL project in which upper elementary students took on the role of architects to transform vacant courtyards on their school campus into productive and usable space for the students at the school.

It was the second project that caught my attention and sparked an idea for the start of my own project for EDTECH 542.  A few years ago, the maintenance department of my school district decided to replace the sand that surrounded our playground equipment with wood chips.  The second grade class at the time disliked the decision so much that they started a petition, that had dozens of signatures by the end, in support of removing the wood chips.  But, since the petition itself was not enough to bring about change, the second grade wood chip movement ended there.  Last year, many of these students were in my class as third graders and continued to express their dislike of the wood chips and how their petition had failed to make a difference.  We talked a little bit abut why it didn't spark a change, but there really wasn't much discussion beyond that point.

Next year, I will not be in a regular classroom setting, as I will be the technology specialist.  So, I would like to develop a PBL lesson that could potentially be used by one of the fourth grade teachers who will have the same concerned students next year.  The basic idea for the project will be that the students will research other materials that can be used around the playground equipment, the cost, effectiveness, etc., and come up with rational ideas for how to fund the replacement of the wood chips.  After completing these steps, the students will report their findings and ideas to school and district administration.  There is no guarantee that it will change anything, but at least the students will have a chance to have their voices heard.

I am really excited that I have come up with such a great relevant idea that can be put to use in my school.  I won't be able to use it directly with students myself, but I have been in contact with my principal about this class this summer, and she is excited about having me assist others with PBL in our school based on what I am learning in this course this summer.  This project will be a great start to that!