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.