PBL approach

As I mentioned in the previous blog, my district is implementing PBL in all K-12 classrooms.  This involves a lot of training, support, expectation, and reflection.  With my position as Instructional Facilitator for Technology in an elementary school, it’s part of my job to support the teachers with PBL implementation.  This support comes in all shapes and sizes.  But to be able to do this, I look at much research on how to implement PBL in elementary classrooms.  I found an interesting article on how PBL can fit into any school.  https://www.edutopia.org/blog/project-based-learning-elementary-classroom-john-larmer

John Larmer states that there are 3 approaches.

Approach 1: Fully integrated PBL

Projects are used throughout the school day and program, and may incorporate all content areas, including literacy and math.

Approach 2: Partially integrated PBL

Projects occur mainly during the time of day used for science and/or social studies and the arts but include some literacy and math when appropriate.

Approach 3: Separate PBL

Projects occur only during separate times of the day/week and do not connect to the literacy or math programs.

Since we have a district-adopted literacy program that must be followed with fidelity, it seems like Approach 3 is what we should shoot for. This seems less than authentic to me but it is starting small and incorporating what we already do.  As we understand the concept of PBL and get used to the changes, we can ease to Approach 2 and eventually to Approach 1.  But to really achieve Approach 1, my district needs to change the basic structure and framework of our instruction.  With our separate subjects, standardized testing, scripted literacy models, and stand-alone math, Approach 1 seems impossible.  Change is in the horizon and it’s a matter of understanding that with change there is grief.  And managing that grief, with understanding, time, trial and error and perseverance can make it happen.

Start Small

Since there are direct connections with the DDLS principles and PBL, I wanted to find a specific example of PBL implemented in an elementary school.  Our traditional methods of teaching are not conducive to PBL and the implementation means change in the way we think about teaching and the way we teach.  That kind of cognitive shift takes time and effort.  Examples and research are needed to bring up the craftsmanship state of mind and confidence for teachers to become change agents.  

I found an article in Edutopia of a first grade teacher who shares her example of PBL in her classroom.  Her main point is to start small.  First, she recognizes the importance of building 21st century skills in her students to get them ready for success in life.  Then she starts by taking something that she already does and finds elements to incorporate PBL.  Her example takes the review of the alphabet that coincides with animals and in that, she identifies a driving question.  Letter F was the Yellow Legged Frog. Her students found out that this local frog has become a "species of concern" and wanted to help save this little creature.  So, their first project for the year was: How can we help save the Yellow Legged Frog?  Her is the link to read the rest of the article.  https://www.edutopia.org/discussion/example-pbl-early-elementary-how-i-started

As my district is driving full force to implement PBL in K-12, I think a good piece of advice is start small.

My insight on the DDLS Principles

DDLS Principles is a term that is used for my graduate program at George Mason University.  The programs is called Designing Digital Learning in Schools.  This concentration focuses on digital learning - instructional practice that effectively uses technology to strengthen a PreK-12 learners’ 21st century learning experience. It is designed for the practicing teacher interested in ways to support teaching and learning with technology.

The DDLS Principles are:

1)    Teachers as Designers

2)    The Ends Principle

3)    The Knowledge Principle

4)    The Learning Principle

5)    The Means Principle

6)    Students as Designers

As I go through this program, I am connecting the six DDLS Principles with the PBL initiative that my district is implementing.  LCPS has partnered with the Buck Institute for the district implementation of PBL.  This information is pulled directly from their website BIE.org.

What is PBL?

Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by developing a public product or presentation for a real audience.

As a result, students develop deep content knowledge as well as critical thinking, creativity, and communication skills in the context of doing an authentic, meaningful project. Project Based Learning unleashes a contagious, creative energy among students and teachers.

BIE continues with the Gold Standard for Designing Effective Projects. 

The Essential Project Design Elements are:

1)    Challenging Problem or Question

2)    Sustained Inquiry

3)    Authenticity

4)    Voice and Choice

5)    Reflection

6)    Critique and Revision

7)    Public Product

I see direct connections between the DDLS design principles and PBL.  When I am designing for DDLS, I am designing for PBL and vice versa.

What would Clement and Miles say about the DDLS principles?

What would Clement and Miles say about the DDLS principles?

Clement and Miles offer 3 guiding principles that develop a new way of thinking about education.  Although technology has made the human experience faster and easier (not always a good thing), they acknowledge that our basic anatomy and brain function is ingrained.  They advocate for education to recapture our natural abilities by teaching simpler and learning simpler.  Their model is based on three core principles:  1) deliver instruction in the simplest manner; 2) focus instruction on what students are able to do; and 3) foster human interaction and opportunities for community building.  They call these the three S’s of education:  Simple, Skills, Social. 

With this in mind, I think Clement and Miles would advocate for the DDLS Principles.  Let’s go through each DDLS Principle.

Teachers as Designers -   This is when teachers create lessons using AeCTS, situation the lesson with an authentic problem, establishing a clear outcome, teaching thinking processes and relevant software skills.  This principle hits all three of the guiding principles.  Teachers can design and keep it simple while it hits upon focusing on what a student can do and promotes collaboration and building community.

The Ends Principle links living and learning which promotes Skills and Social interaction.

The Knowledge Principle focuses on Structures, Processes, and Discourse which promotes using students’ knowledge to focus on what they can do, their skills.

The Learning Principle engages students in “playful” activities at the edge of their knowledge and understanding using symbolic tools to develop and internalize meaningful thought.  This indirectly promotes students to link their knowledge to skills and socially interact while figuring things out.

The Means Principle take in to consideration the cognitive and societal consequences as well as a clear and appropriate connection with content and learning activities.  Again this is related directly to student skill and collaboration.

Students as Designers Principle engages students in using content to construct meaningful outcomes by comprehensively scaffolding students’ ability to design.  This is the ultimate goal of focusing on what students can do instead of what they know.

I think any educator would agree that the DDLS principles guide us to promote students innate learning abilities and tendencies to learn, which is what Clements and Miles advocate for in education today.