Our group research project was based on the method of project based learning (PBL) and how to implement this approach into our classrooms. To better understand this post, I recommend checking out our presentation slides as well as our research to learn more about the topic and how it works, then come back to read this post. Hopefully you become well informed, and consider adding this technique to your teaching repertoire!
The big idea surrounding PBL is that it is student-centered. This means that students have freedom of choice (to a certain degree) to take the project in a direction that interests them. Their level of interest is what will drive their success in these projects, so their ability to have a say in the topic(s) or type of project is absolutely crucial.
In our presentation we gave an example of a project that was quite flexible and could go in several different directions. Whether used in civics and government or science class, this project is very versatile and can be very effective. Again, to be reminded of our specific project details, please click here.
For the purpose of giving our peers an example in our demonstration, we chose the course of action for this project ahead of time. We selected a foundation online that helps people in Africa who have very limited access to clean water: The Water Project. Still, this could be tweaked, and geared towards many different disciplines, focus areas, and age groups.
As a student studying to become a high school biology teacher, I am going to explore how this project might look in my classroom. In a biology setting, I would want to gear this project towards the waterborne diseases that are so prevalent in these developing African countries.
Step one of the PBL progression would be for students to research common water-related diseases, the virus/bacteria responsible for the infections/illnesses, symptoms that accompany these diseases, medications/treatments for those affected, etc. Students would sit at lab tables, with each small group in charge of researching a different aspect of the overarching topic. Students would then be responsible for sharing their findings with the class. To allow for more freedom and student choice, a strategy for groups to choose their research topics may be administered.
Once students go through this process, they will have reached step three of PBL. The last requirement for step four is that they become advocates within the greater community in some regard. It is at this point that the class would have to work together, practicing and developing skills of leadership and communication, to decide what this next step will be. The teacher might suggest finding a foundation that aligns with their views and goals for the project, as we used in our example, or there might be an alternative that better suits the needs of the students.
If they choose to use a foundation, each group could find a foundation, write a short proposal, and then pitch their idea for their charity to the class. There could then be a voting process, and ultimately students will elect to work with the foundation they are most interested in. Then the project could play out in any number of ways, over any length of time.
If students chose The Water Project, they would have the ability to set up an online fundraising page for their school. This community advocacy could be as minimal as having students reach out to friends and family for donations on their webpage, or as extravagant as having a community wide gala to inform the public, with all proceeds benefiting the foundation.
Every situation, school district, and socioeconomic status, along with many other factors, will play a role in making these decisions—the important part is that the students are the ones deciding. The hope is that this process allows students to develop a passion for the cause, all the while learning life skills necessary to be successful throughout their lives.
-MM
Project Based Learning 