We agreed that in order to design and implement a PBL unit we would "Need to Know" more about establishing a classroom culture conducive to best PBL practices. The following video provides a glimpse into a classroom PBL. As you watch the video, reflect upon the work that was possibly done before and/or during the unit to establish classroom culture. Provide your thoughts and "I wonders" in the comments below.
For more information regarding classroom culture and PBL visit the following links:
Constructing a PBL Classroom - First Weeks of School (Discussion)
Constructing a PBL Classroom - First Weeks of School (Discussion)
I really liked how at the beginning the teacher advised them that this was a chance to not work with their best friend and feeings wouldn't hurt. I also liked how they were directed not to work with their "crush" as it wouldn't go well! I think that having the teams make a plan was a great way to get them thinking about how they could work together. I wonder how often he had the teams refer back to their plans to see if they were following them. I also wondered if he let all teams work with the people that they chose or if he redirected some of the teams that had members together that might not be the best to work together.
ReplyDelete@Emily...the refine part of the design process is probably just as critical as the initial design process. I've often struggled with allowing enough time for that to happen.
ReplyDeleteI agree with Emily's comments about the teacher's advice re: choosing a team wisely. I have this conversation over and over with my students before beginning any project. Sometimes I just default to assigning them into groups (which they hate), but I do try to make them learn how to choose a good partner to work with (which they love!).
ReplyDeleteI've also been wondering how to keep so many groups "under control" all at the same time - when you're dealing with a younger grade level (5th), the management piece can be overwhelming. And teaching the kids to "refine" an idea can be a very valuable life lesson.
@Erin Learning how to choose a good partner to work with is an essential skill. It helps students learn more about themselves, as a "worker" and a learner. Examining who they work best with and how they behave in group work helps them internalize their strengths and weaknesses. I feel like this helps them grow in the area of self discipline. Do you have any specific tools you use to help them understand group work? Do you find you manage the process more in the beginning of the year and then allow more autonomy as the year progresses?
ReplyDeleteI agree. I loved how he presented choosing partners as a "chance not to work with your friends and not hurt their feelings" and to "think about your gifts, areas for improvement and who you need to help". What a great way to take pressure off of the students. I will be using these phrases in my classroom. He obviously put a great deal of time into planning this from the timeline, to the operating aggreement, to the group evaluation collection and data presentation. Wow...it is a little overwhelming to compare my project to this, but also inspiring.-Nicki Utz
ReplyDelete@nicki I like those phrases, as well. He seemed to have spent a lot of time working with students and teaching them how to be part of a team. I like how he incorporated "areas fo improvement and who you need to help". These are not typically what we have students think about when considering group work. Having students think about their own "areas for improvement" helps them grow and reminds them everyone has skills they need to work on.
DeleteIn reading the 4 tips for Implementation, the Practical PBL, I was struck by the claim that 4 students working together was too large of a group, and that a 3 member group has yielded much better results. That may have explained why during my first attempt with 4 people groups were not all fuly engaged at the same time, and why my group of 5 was particularly problematic. The author described the role of the teacher during group designed activities is like of that of the coach which makes alot of sense. If students feel that we too are invested in their success...we want the win too, the self-motivation some may lack might take on a new push for the gold!
ReplyDeleteChoosing team members has long been one that can cause hurt feelings and this would certainly be a negative way to start the process. The suggestion that students choose partners and then tweak it as needed may work in some settings...on the high school level not so much. I believe the approach this teacher took was an excellent way for the students to have a chance to realize the value of getting to know someone by working on a project with them.
ReplyDelete