On this page, you will read about the project’s origin, the steps taken to reach a final product, and several reflections from group members.
Research for this assignment began as individuals, where Allie, Abby, and Molly each researched a topic they were interested in and passionate about. Students shared ideas in small groups, and finally had to find a topic they could all get behind, and focus their research on. The group decided to research a Project Based Learning approach in the classroom, and the benefits students will experience and skills they will develop as a result.
Below is a visual representation of the group’s project timeline:
Looking back on this project, we are very pleased with the sequence of events, the content of our presentation, and our final portfolio product. It took a lot of coordinating schedules, compromise, and dealing with logistical obstacles, but resulted in a cohesive topic all group members were proud of.
The following posts are Molly’s reflections and ideas for implementing a project based learning approach after her work on this project. Read on to see how she plans on using this technique in her classroom!
In the article below Abby considers how she was taught Shakespeare in high school and how it would have been different if it was taught using a project-based learning technique. She describes what project-based learning is and why it would have made for a more meaningful lesson on Shakespeare’s Romeo and Juliet.
How to Incorporate Project-Based Learning into a Secondary English Classroom
In the series of blog posts below, Allie reflects on her first experience with project-based learning during her junior year of high school. The project was one inspiration for Allie to continue studying the benefits of project-based learning to someday implement in her own classroom.
Project Based Learning 