Lessons Learned from Project-Based Learning & Standards-Based Curriculum
This page includes information about the following: differentiation, differentiated instruction, direct instruction, discovery learning, enhanced discovery learning, lessons learned, Project based Learning, Standards alignment, Standards-aligned instruction, standards based instruction, Scaffolding, & Unassisted discovery learning
Case Study of Aligning PBL to Content Standards
The end of the 10th grade at Camino Nuevo High School has been marked by an important project-based event before students can enter their 11th grade year: 10th Grade Mock Trials. Four core elements ensure that the 10th Grade Mock Trials are high stakes, authentic, and rigorous presentations of learning:
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Our case study highlights the historical challenges we have faced, PLUS the very practical solutions that we launched this year that ultimately resulted in successful, high-stakes, quality projects across the 10th grade.
Why Standards-Based Instruction?
10th Grade Mock Trials was one of the "star" end-of-the-year interdisciplinary projects that led us to question whether we were using project-based learning to measure authentically our students' understanding of California content standards (Biology, English, History, and Mathematics). We recognized there were inherent flaws ranging from planning, through implementation, to final assessment:
- Grading was not necessarily authentic to subject matter, nor was it equitable across classes. Content and process skills used for a research paper did not parallel the the handful of basic coordinate graphs "required" for the math project component.
- Disproportionate 21st century strengths vs. content-based challenges. Students could design interactive websites and use social media to communicate social justice issues. However, they struggled with understanding, even remembering, content.
- While students developed strong leadership skills, 1) they were not academically competitive for/in college, nor 2) had they cultivated self-advocacy skills as scholars (not “fluent” enough to succeed in college).
Because students lacked the appropriate content support, they were unable to produce critical analysis and quality evaluation through their discovery learning process.
Unassisted Discovery Learning vs. Enhanced Discovery Learning
2011 Meta-Analysis studies on Direct Instruction and Discovery Learning came up with two conclusions:
- “Unassisted discovery learning is perilous to student learning.”
- “Enhanced discovery learning can be a useful instructional tool.”
From “Art of Science & Teaching” by Robert J. Marzano
Unassisted Discovery Learning Is Not a Substitute for Direct Instruction
- Unassisted discovery learning is presenting students with a situation in which they must discover new content, while receiving little, if any assistance.
- Example: Mathematics teacher challenges students to estimate the
sum of two three-digit numbers and then asks them to invent their own
strategy.
Increasing Student Achievement: Direct Instruction with Enhanced Discovery Learning
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"When faced with the decision whether to use direct instruction or unassisted discovery learning, a teacher should opt for the former."
- Discovery project-based learning can be a powerful learning experience when teachers ensure students have the knowledge to understand content and provide guidance and interaction along the way.
From “Art of Science & Teaching” by Robert J. Marzano
