Reading Reflection Number 4

This particular chapter had extremely valuable information on what it takes to create a Problem Based Learning atmosphere and agenda for students. In this reflection, I am going to focus on what I believe are the key points to understanding how a successful PBL is possible.


1.)  Potential Pitfalls

"Pay Attention to the quality of the student experience" (60) The pitfalls can hinder the  potential quality and relevance of a problem. The trick is to design a problem that accomplishes higher learning aims- that go beyond what you can lecture such as recall and understanding- while at the same time keeping the results of the project diverse and moving at a reasonable rate.

 "Good Projects focus on reaching significant learning outcomes" (61).  Since we live in the digital age. incorporating technology is not only a useful resource in the classroom but it is extremely relevant to a students daily experiences. They are familiar with a lot of technology because they are exposed to it.

"Think about how a theme would unify a year's worth of projects and help students make important connections"(61). Themes are helpful organizing tools to cover important sub genres of a topic. Picking one overall theme and developing a variety of projects based on subgenres of that topic. Broad themes about specific topics can be covered through a variety of projects that accentuate the main idea. Creating themes throughout the year is not project based learning, but it's a good outline.

"Look to the description of learning objectives and student outcomes as you evaluate a plan" (62).  A very important part of PBL is letting students make critical decisions about what they want to learn and how to go about getting information. The project needs to be flexible, the objectives need to have the ability to be manipulated and the products need to have more than one way of reaching a solution.

2.) Project Features
" Capture students interest through complex and compelling real-life or simulated experiences" (65). Most students don't want to be in school because what they learn may not be relevant to real life experiences- they want to go back to their world which often means being out of school. If a teacher can incorporate aspects of their real world experiences, and create new ones for them, then school may not be as much of a drag.

"Get at 21st century skills and literacies, including communication, project management and technology use (65). This is the age of communication and technology. STudents need to have a firm grasp on how to communicate with others properly as well as navigate through multiple uses of technology. Project management is vital to the students ability to stay organzied, focused and have a clear direction of where they want their project to go. This is a skill that if learned will help them immensely  in real life.

"Get at important learning dispositions, including persistence, risk-taking, confidence, resilience, self-reflection and cooperation" (65). People who are confident generally have an easier time accomplishing goals because negative emotions take away energy. These qualities are active in many decision making activities and by possessing these qualities, students will find it easier to flow through life.

"Have students learn by doing" (65).  Lectures are becoming outdated and hands-on activities not only activates the body but it brings the project to a physical, tangible experience. The allusive concepts that are thrown around during lectures are now at the fingertips and can be realistically processed.

3.) Project Ideas Originate

" New opportunities grow from previous successes" (66)Project ideas come from within or thousands of resources, be it other teachers, books, internet.  Taking something that may be disruptive- such as a students headphones and using them for a education project.  Most projects can be built upon one another and can create new opportunities for other projects to grow.


4.) Designing a project

"Let students interest and curiosity drive the learning experience" (63). The reason PBL is not as popular as it should be in the teaching curriculum  because adults typically like to take charge  and assume full responsibility for their students' learning. In past times, teachers were the center of the knowledge-sphere- all the information was relayed by them. Because of the vast amount of knowledge technology has to offer, we cannot limit the students to one source of information. PBL connects the students interest directly with the problem, and has a much higher chance of true learning. Teachers responsibility is to deliver the overal aim of project,  create expectations and  loose objectives for the project but students play a crucial role in developing the project and devising ways to accomplish goals. Whether the project is original pr replicated, leave room for flexibility and changes depending on students interest.

5.) Relating to our project
After reading this chapter I thought about different things we are doing for our film and video project and one thing I was prompted to do was to open up the possibilities for what students can choose to act out. Since students curiosity drives the learning, I want them to choose what historical topic they want to learn about. The lesson we have designed has lots of room for manipulation and changing, but I've also realized how much work goes into designing a relevant project that will stick with the students long term.