As a former science teacher, I fully appreciate the statement that, “when students generate and test hypothesis, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pittler, Hubbell, Kuhn, & Malenoski, 2007, p.202). This strategy can be incorporated with any subject area by providing students with opportunities to problem solve. In my district, we have made a concerted effort to train educators with the development and implementation of project based learning lessons with an emphasis on the use of technology tools. One thing we have done to assist educators in the successful use of project based learning is to establish school support teams composed of educators, information specialists, educational technologists and administrators so that the individual teacher is not overwhelmed with thinking that they are all alone with, what for many of them is, an entirely new approach to teaching.
There are now so many quickly available tools, ideas and support forums for educators interested in providing effective constructivist learning opportunities for students. The resources this week showed me some new websites that I will definitely use in the future. I like the project based learning planning documents that are located on the PBL site and I will provide this resource to the educators in my district. - http://pbl-online.org/ProjectPlanning/PlanningForm.htm . The increased use of web based simulations may be particularly helpful in my district because current IT restrictions have resulted in extensive delays and rejections of software based programs. I think some caution needs to be exercised to make sure that educational ‘games’ are integrated in the curriculum and are supporting student achievement and not just used as a type of reward. I have found the material and blogs on http://www.edutopia.org/ to be particularly helpful. The Best on the Web for Teachers site is a good starting point for finding web based resources that can support virtually any classroom activity or to provide sites for parents to use with their children at home that support what is happening in the classroom.
One element of project/problem based learning that can be unsettling for teachers is that students often do not proceed in the same manner or sequence in finding solutions to their problems. As such, it is necessary for educators to monitor student progress and to use questioning techniques to assist students in discovering errors in their logic or to expand their thinking. The teacher is no longer in the role of dispenser of truth and the ‘right’ answers. Two years ago, Jamie McKenzie came to my district and provided training on how educators can facilitate increased opportunities for students to engage in critical thinking. He presented a variety of project ideas and methods and one thing that I continue to utilize regularly is his information related to questioning techniques. Sharing this information with educators in my district has helped them focus on getting student to think more deeply about their questions instead of just providing them with the easy quick answer.
Evan Glazer effectively sums up the potential of constructivist education in the form of problem based instruction by stating that, “problem-based inquiry emphasize learning as a process that involves problem solving and critical thinking in situated contexts. It provides opportunities to address broader learning goals that focus on preparing students for active and responsible citizenship. Students gain experience in tackling realistic problems, and emphasis is placed on using communication, cooperation, and resources to formulate ideas and develop reasoning skills.” (2001, p.4)
Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <5/24/2009>, from http://projects.coe.uga.edu/epltt/
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I have experienced those “unsettling” feelings during problem/project based learning activities. I use questioning techniques to help students focus on thinking critically about the material being studied but find that my techniques are not necessarily leading students in the right direction. I find it difficult to balance the question in such a way that the outcome is not obvious, inhibiting the student from independent critical thinking, but not so vague that the student feels confused and frustrated. I will check out your links on questioning techniques.
ReplyDeleteKevin,
ReplyDeleteI love how your distict is so supportive of integrating the use of technology and new teaching strategies. I am still relatively new to the teaching profession with four years of experience (our last day was Friday). I am eager to learn all that I can so that I may meet the needs of all students. Many of the staff in our district have been there 15+ years and are set in their ways. They are afraid of technology and are not interested in learning or implementing new teaching strategies. There is a small group of newbies such as myself that are eager and ready to learn. If I could get an administrator and our technology support person on board, it would be great to start our own support group. I find it comforting and helpful to be able to talk out problems with new lessons and hear suggestions from others as to what works and what does not. It is also comforting to know that others are struggling with the same aspects of using technology or a new teaching strategy.
You mentioned that you are concerned that in problem-based learning, students are not all progressing in the same manner to find solutions to their problems. I am new to problem based learning and I am glad that you brought this point up so that I can go in prepared. I need to work on developing critical thinking questions that will allow me to assess student understanding and guide them in the right direction if they are "off the path." Thanks again for the excellent resources - I will be sure to check them out!
You are absolutely correct in your thoughts about students having a hard time navigating through a process. They have a hard time putting all of the ideas and information together to create a structured process for finding a conclusion. Teachers must find a way to guide them throught the process. Questioning and modeling are the best ways to do this. By using these methods, you are providing the students with the road towards their answers. You are teaching them the kinds of questions they must ask themselves while searching for their answers.
ReplyDeleteLearning to effectively ask questions is definitely a skill that must be practiced and honed. Nikki, you are absolutely correct about the difficulty with finding those well balanced questions that are not so obvious that they do not require the students to think and yet are not so difficult that the students become frustrated and give up.
ReplyDeleteFor me one of the hardest habits is that tendency to want to just supply a direct answer instead of spending the extra effort to lead students to discover the answer on their own. This is especially true in a busy classroom with multiple students requesting assistance. I have found some success by having students address their questions with their team’s members before coming to me. What is interesting is that I have noticed that in many cases, students will use some of the same questioning techniques with their classmates that I use with them. Like Weshe says, that modeling aspect is an important teaching method.
Kevin,
ReplyDeleteI really like how your district provides new educators with a team they can turn to when in need of technical support. At my school, we have two teachers on the technology committee that are responsible for helping any staff member that experiences technical difficulties. A lot of the staff members know that I am completing this Masters program, and come to me with their technology questions. Of course I am more than happy to help them, but I think it would be more beneficial and comforting to have an entire team/committee established to help new educators as you mentioned.