Process
Project Overview
Classroom Observations and Professional Development
For the Classroom Observations and Professional Development Phase, our objective was to gain familiarity with project-based learning (PBL), with the goal being to eventually implement PBL practices at our respective school sites. We made visits to a variety of schools around the United States, including model PBL schools, PBL programs implemented within traditional schools, and schools with instructional practices that could support and enhance PBL instruction. During the classroom observations, a standardized observation log template was used to ensure consistent and unbiased data collection. We also collected PBL resources including student work samples, project descriptions, sample student work, rubrics, project management tools, etc.
- Map and Background Information About Schools Visited
- Sample Observation Template
- Gallery of Student Work
Reflection I
Following our classroom observations and professional development, we discussed how the new learning may be integrated at our school sites. Several differences emerged between our respective school sites and the schools we had observed, including variations in school structure, bell schedules, teacher-to-student ratio, professional development structures, student demographics, resources, etc. This analysis provided a starting point for us to effectively modify our collection of resources to fit our own school contexts. We also formulated a list of noteworthy research topics to help frame the dialogue around the action-research component of this project. Specifically, we were interested in previous academic research about the effect of project-based learning on minority students' attitudes, collaboration skills and academic achievement.
Planning
We referred to the project resources and materials that we had collected from other schools as we started planning for our own PBL practice. We used the projects from High Tech High as a starting point and modified them accordingly to fit our students' needs, the structure of our school day and the resources that were available at our schools. We took incremental steps in our practice, starting with projects that were shorter in time span, required fewer materials and were more conventional. As we became comfortable with the modified structures we designed, our projects increased in complexity and exhibited more of the critical elements of PBL.
Implementation of PBL
During the implementation of our PBL curriculum, we conducted action-research to measure the change in our students' baseline level of attitude, collaboration skills and academic achievement. Students' attitudes (perception of the value and relevance of science, interest in science, sense of efficacy doing general science tasks, sense of efficacy doing science tasks related to the curriculum, and science self-concept) were measured using the Student Attitude Survey. Students' collaboration skills (sharing thoughts, asking questions, work completion, peacekeeping, getting along with others and adaptability to team decision-making) were measured through the Teamwork Rubric. Students' academic achievement (subject matter understanding) was measured through district benchmark exams and academic grades. The same data collection tools were given at three time points: before implementation, during implementation and after implementation.
- Student Attitude Survey (Kanter, 2010)
Reflection II
Following the implementation of the PBL curriculum, we analyzed our students' change in attitudes, collaboration skills and academic achievement. This provides some insight as to the impact of PBL on our students' learning this year and how we may modify the curriculum to be more effective next year.
