Pbl English

7/29/2019 Pbl English

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IntroductIonYouve hear about Project Base Learig, a you may eve

have trie it, but perhaps youre woerig Sure, it sous

goo, but is it right or me a my stuets? Ca I o it i toayseucatioal lascape? Ca I make sure its well-esige, so we

meet learig goals a ot waste precious time? Our aswer

to all these questios is yes with some buts a is well

explore i this book. By the e, we hope youll be plaig a

project a be reay to provie chilre with a great learig

experiece!

Tis chapter contains inormation about:

n Te Purpose o Tis Book a How to Use It

n Sapshots o K-5 Projects

n What is Project Base Learig?

n Why Use Project Base Learig as a eachig Metho?

n Miscoceptios o PBL

n PBLs Eectiveess: What Experiece a Research ells Us

n How PBL Ca Fit i a Elemetary School Program

n

Te Role o the eacher i PBL

InTROdUC

TIOn


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2 / I N R O D U C I O N / P B L I n t H E E L E M E n t A r Y G r A d E S

Te Purpose o Tis Book and How to Use It

Tis book is written for K-5 teachers who may be ew to Project Base

Learig, or who may have trie PBL beore but woul like to improve their

practice. PBL in the Elementary Grades is esige to provie easy to rea,

practical, step-by-step avice about plaig a maagig a staars-ocuseproject, a some tools to help you o it well. Te basic PBL esig we escribe

ca work or ay acaemic cotet area a grae level.

How to Use Tis Book

Tis book is meat to be use to actually pla a project while you rea it. You

ca make copies o the ollowig three plaig orms we provie i the Useul

Stusectio, or you ca use the electroic versios available atbie.org/tools/

useul. A thir optio is to use the do It Yoursel eature o BIEs website, a

olie tutorial where you ca pla a recor your projects, atbie.org/diy. Te

three plaig orms are:

n Project Overview: A two-page orm or recorig a summary o yourproject

n Project eaching and Learning Guide: A orm or aalyzig a plaigspecic istructioal supports or the kowlege a skills stuets willee to be successul i the project

n Project Calendar: A orm or plaig the aily use o time i your project

We ecourage you to complete these orms as you go through each chapter

well remi you. Youll also see examples o complete orms rom our SpotlightProjects.

Some reaers might preer startig with the Spotlight Projects chapter, to see

a rage o real projects i a variety o grae levels a settigs. We reer to

these projects throughout the book. Weve iclue aother sample project

to help you get a picture o PBL i actio: a ctitious project escribe i

etail as it uols i a seco grae classroom, Managing PBL: A Portrait o

page 75.


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P B L I n t H E E L E M E n t A r Y G r A d E S / I N R O D U C I O N / 3

In each chapter, youll see the ollowing special eatures:

Tips from the Classroom

Avice o various topics rom experiece PBL teachers.

Special otes to primary graes teachers or usig PBL with youger stuets.

Aitioal examples, resources, or otes o specic topics.

Remier that a orm, haout, or example ca be ou i Useul Stu, ear

the back o the book.

Snapshots o Projects in K-5

Projects come i may shapes a sizes. Here are some quick glimpses o project

work i K-5 classrooms that show how varie PBL ca be:

Kindergarteners learn about ood groups and assemble pictures or menus they

create to explain a healthy Tanksgiving meal, which they present to parents and

other students.

Fourth graders study maps and primary source documents as they take the role o

Spanish missionaries deciding where to build the 22nd Caliornia mission (i there

was to be one) and what it might look like.

A frst grader revises a buttery drawing or his team until it looks good enough to

include in a boxed set o illustrated cards o state wildlie that the class is creating.

Fith graders analyze the pH o soil and water samples while searching or clues to

determine sources o pollution in their town.

Second graders reect on why we remember certain events as they prepare to record

podcasts o themselves telling a story about an experience, with descriptive details, a

logical sequence, and a conclusion.


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First graders learn about communities, rules and

laws as they help their school develop behavior rules or

dierent parts o the playground and campus, making

posters and a video to share with other students.*

Fourth graders decide to save a local endangeredspecies by starting a conservation eort and restoring

creek habitats.*

Second graders run a lunchtime pizza business or

two days, culminating a study o what work is like, in

which they interviewed people at local businesses.*

Fith graders learn to collect and display data and

plot points on a graph as they gure out which cell phone plan is best or their amily

and prepare a presentation to their parents and classmates.*

* Tese last seve projects are escribe i etail i this books Spotlight Projects

chapter.

What is Project Based Learning?

I Project Base Learig, stuets are pulle through the curriculum by a

meaigul questio to explore, a egagig real-worl problem to solve, or

a challege to esig or create somethig. Beore they ca accomplish this,

stuets ee to iquire ito the topic by askig questios a evelopig their

ow aswers. o emostrate what they lear, stuets create high-qualityproucts a preset their work to other people. Stuets ote o project work

collaboratively i small teams, guie by the teacher.

Although it is easier to ee what PBL is not (e.g., worksheets iscoecte

rom larger itellectual iquiry), it is more icult to ee what it is a i

oe setece. Here is our best attempt:

Project Based Learning is a systematic teaching method that engagesstudents in learning important knowledge and 21st century skills throughan extended, student-inuenced inquiry process structured around complex,

authentic questions and careully designed products and learning tasks.

A project should be a rigorous learning experience. It is ot the essert

you serve stuets so they ca have u or get a has-o experiece ater a

traitioal uit o istructio. Istea, a project is the main course that orgaizes

the uit. I most cases, its helpul to actually thik o the project as the uit.

For more o what a project is a is ot, seeMisconceptions o PBL o page 10.

thid gades dig deepino he hisoy of heiuban neighbohood

hough ineviews,eseah, and fieldvisis, hen eaemuseum exhibis inhe shool libay.


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Te length of a project can vary. Most projects take rom

2-4 weeks to complete, assumig stuets work o them or

oly part o a ay. Some may be loger, as youll see whe you

rea about our Spotlight Projects. I you try to rush a project,

there ist eough time to ully iclue all the essetial

elemets liste below a stuets wot lear as much oras well.

A project has typical phases, although o two projects

are alike. Tere is a begiig, mile, a e. For a visual

represetatio o these phases i the BIE moel o PBL, see

the iagram o page 46, Te Flow o a Project.

Projects can take many forms. We use the term PBL

broaly, icluig uer its umbrella such similar istructioal

methos as problem-base learig, esig challeges, place-

base learig, the use o complex case stuies a simulatios, a guieiquiry. Other writers istiguish these types o learig rom Project Base

Learig. We believe they share commo characteristics a are more alike

tha ieret.

A project coul be:

n A exploratio o a philosophical questio, such as What is a healthycommuity?

n A ivestigatio o a historical evet or a atural pheomeo

n A problem-solvig situatio, either real or i a ctitious sceario

n A i-epth examiatio o a cotroversial issue

n A challege to esig a physical or computer-base artiact, evelop a pla,or prouce a evet

n A challege to create a piece o writig, multimeia, or work o art or aparticular auiece or purpose

If you y o usha poje, heeisn enough ime

o fully inludeall he essenialelemens andsudens wonlean as muh oas well.


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Essential Elements o PBL

Whatever orm a project takes, it must have these essetial elemets to meet

our eitio o PBL:

n Signicant Content. At its core, the project is ocuse o teachig stuetsimportat kowlege a skills, erive rom staars a key cocepts atthe heart o acaemic subject areas.

n 21st Century Skills. Stuets buil skills valuable or toays worl, such ascritical thikig/problem solvig, collaboratio, a commuicatio, whichare taught a assesse.

n In-Depth Inquiry. Stuets are egage i a rigorous, extee process oaskig questios, usig resources, a evelopig aswers.

n Driving Question. Project work is ocuse by a ope-ee questio thatstuets explore or that captures the task they are completig.

n Need to Know. Stuets see the ee to gai kowlege, uersta

cocepts, a apply skills i orer to aswer the drivig Questio a

create project proucts, begiig with a Etry Evet that geeratesiterest a curiosity.

n Voice and Choice. Stuets are allowe to make some choices about theproucts to be create, how they work, a how they use their time, guieby the teacher a epeig o agelevel a PBL experiece.

n

Revision and Reection. Teproject iclues processes orstuets to use eebackto cosier aitios achages that lea to high-quality proucts, athik about what ahow they are learig.

n Public Audience.Stuets preset theirwork to other people,beyo their classmatesa teacher.


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Why Use Project Based Learning as a eachingMethod?

PBL is valuable because it eectively teaches cotet kowlege a skills,

buils eeper uerstaig o cocepts, a makes a school curriculum more

egagig a meaigul or stuets. PBL is oe o the best ways to preparestuets or the emas o lie, citizeship, a work i toays worl. o see

the research behi these claims, seebie.org/research.

An efective way to learn content knowledge and skills

May critics o the eucatio system i the U.S. a other coutries argue that

the typical curriculum is a mile wie a a ich eep. eachers experiece

this too, whe they have to rush through topics istea o teachig them

thoroughly, i orer to cover the staars. A stuets are aware that they

have ot leare thigs well or i epth whe they move rom uit to uit with

o time to be thoughtul or apply what they lear. Stuets i the upper graesmemorize material or test ater test without rememberig, the ext week,

moth, or year, very much o what they supposely leare.

PBL ca help x this situatio. Projects ca a shoul be esige to ocus

o importat cotet staars thats oe o the mai messages o this

book. But stuets taught with PBL are also meat to elve eeply ito a topic.

Tey spe time thikig about how to create a

complex prouct or aswer a proou questio,

solve a problem or resolve a issue. I orer to

successully complete a project, stuets still ee

to gai cotet kowlege a use acaemic skills,

but they uersta cocepts more thoroughly

a retai what they lear loger.

Making a school curriculum more engaging and meaningul

I you ask stuets what they ot like about school, may o them will tell you

its borig!

Tis is geerally less true i the early elemetary graes, but eve youg stuets

may school work to be less excitig tha it coul be. Eve i a teachers

activities a lessos are ot borig a actually u, stuets may ot see

how it coects to aythig except the worl o school. But i a goo project,

stuets reaily sese that what they are oig is meaigul. Teyre workig

o authetic tasks a proucts, explorig issues relevat to their lives, a

coectig with aults a orgaizatios i the commuity a beyo. Tey

see how the kowlege a skills theyre learig apply to the real worl. A

some projects ote the most memorable oes ca actually chage a youg

If you ask sudens whahey don like aboushool, many of hemwill ell you is boing!


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persos lie by igitig a lielog passio or a topic, or

by showig them they have the power to o somethig

about what they see i the worl.

Building readiness or 21st century work,

lie, and citizenshipTe tur o the 21st cetury sparke refectio across

the atio about the state o our curret eucatio

system. Tree key questios emerge: How is the

worl chagig?, What skills a kowlege o our

stuets ee to be successul i this ew worl? a How ca schools help

stuets evelop these skills a kowlege? ime magazies december 2006

cover story, How to Brig Our Schools Out o the 20th Cetury, cotaie a

compellig itrouctio:

Teres a dark little joke exchanged by educators with a dissident streak: RipVan Winkle awakens in the 21st century ater a hundred-year snooze and is, ocourse, utterly bewildered by what he sees. Men and women dash about, talkingto small metal devices pinned to their ears. Young people sit at home on soas,moving miniature athletes around on electronic screens. Older olk dey deathand disability with metronomes in their chests and with hips made o metal and

plastic. Airports, hospitals, shopping malls every place Rip goes just bafeshim. But when he nally walks into a schoolroom, the old man knows exactlywhere he is. Tis is a school, he declares. We used to have these back in 1906.Only now the blackboards are green.

Te article expose the challege acig Americas schools: How ca we chage

the systems origially esige to eucate workers or agraria lie a

iustrial-age actories to systems that prepare stuets or toays globalize,

kowlege-base ecoomy?

Te busiess worl tells us that successul employees, maagers, etrepreeurs,

a leaers i the 21st cetury ecoomy o ot oly ee kowlege a basic

skills like the ki taught i school. Tey also ee to kow how to lear ew

kowlege a skills; to acquire, evaluate a use iormatio rom a variety

o sources; to work i teams; to solve problems a thik critically; to maage

complex tasks; a to commuicate with a variety o others usig a variety o

meia. Tese are ote calle 21st cetury skills a they are beig aopte byschool systems a states across the U.S. a arou the worl. But the reality is

that may schools have ot aopte curriculum esig moels a istructioal

methoologies that cultivate these skills. PBL is oe o the best ways to be sure

these skills are explicitly taught, because well-esige projects require them.

(For more o targetig 21st cetury skills i projects, see page 30.)

PBL is one of hebes ways o be sue21s enuy skills

ae expliily augh,beause well-designedpojes equie hem.


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Apart rom the emas o the moer workplace, the skills PBL cultivates are

useul or lie i geeral. People thik critically whe they ecie what creit

car to get, a whe they try to a job. Tey solve problems big a small,

rom ig goo health care to eciig o the best plats or a gare.

Tey collaborate whe coachig a soccer team, or servig o committees o

orgaizatios they belog to. Tey have to hale complicate plaig eorts,like parties, weigs, or vacatio trips. Tey commuicate to a auiece whe

they write letters, speak i rot o a group, a make photo albums as presets.

As citizes i a emocracy, people ee to aalyze issues, evaluate sources o

iormatio, make ecisios a take actio, rom votig to uraisig to

joiig (or leaig) a eort to make chage. All o these competecies a

the esire to use them aterwar ca be gaie through projects.

Misconceptions o PBL

May teachers, amiistrators, parets a the geeral public have the wrogimpressio o PBL. Tey might have gotte that impressio rom seeig

poor examples o it, or rom listeig to supporters o other istructioal

methoologies presume to be i competitio with

PBL. Some miscoceptios about what PBL is, a

what it is appropriate or, lea teachers to reject its

use i their classroom. However, we thik there is a

place or PBL i every school, i every grae, a it

shoul be part o the mix o opportuities to lear

give to every stuet.

Misconception # 1

PBL isnt standards-based. It ocuses on sot skills

such as critical thinking and collaboration, but ignores

content.

Fact Check: Amog PBL practitioers, ieret moels exist a the ocus o

staars varies. Te BIE moel or PBL is staars base. drivig Questios

are alige with or eve erive rom cotet staars. Te major proucts

stuets create require a emostratio o kowlege a uerstaig o

importat cocepts, a shoul be assesse i terms o staars. PBL marries

the teachig o critical thikig skills with rich cotet, because stuetsee somethig to thik criticallyabout it caot be taught iepeet o

cotet.

Misconception # 2

Young children are not ready or rich content. Tere isnt enough instructional

time or science and social studies-ocused projects. We need to teach basic

literacy and math skills frst.

We hink hee isa plae fo PBL inevey shool, in eveygade, and i should

be pa of he mix ofoppouniies o leangiven o evey suden.


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P B L I n t H E E L E M E n t A r Y G r A d E S / I N R O D U C I O N / 1 1

Fact Check: Kowlege plays a importat role i early literacy. o buil

reaig comprehesio skills chilre ee to evelop broa cotet

kowlege across omais, icluig sciece a social stuies. I elemetary

school, cotet-rich projects buil backgrou kowlege that ifueces

comprehesio. Aitioally, projects ca icrease stuet motivatio to rea,

write, a lear mathematics because they are egageby the topic a have a immeiate, meaigul reaso

to apply these skills. Literacy skills ca be taught i the

cotext o a project, especially reaig a iterpretig

o-ctio a area i which may stuets typically

uerperorm o staarize tests.

Misconception # 3

PBL is the same as making something, hands-on

learning or doing an activity.

Fact Check: PBL is ote ocuse o creatig physical artiacts, but the artiacts

are ot as importat as the itellectually challegig tasks that le to them. For

example, its ot truly PBL i stuets are simply makig a collage about a story,

costructig a moel o the Egyptia pyramis, or aalyzig water samples

rom a lake. Tese artiacts a activities couldbe part o a rigorous project i

they help stuets meet a complex challege a aress a drivig Questio.

Some people may also thik PBL is like the Motessori metho, which is base

o sel-irecte learig, but a project is a extee experiece with activities

coecte by a drivig Questio a coache by teachers.

Misconception # 4A project takes too much time.

Fact Check: It is true that projects take time, but it is time well spet. A project

is ot meat to cover a log list o staars, but to teach selecte importat

staars i greater epth. Te key is to esig a project well, so it aligs with

staars, a maage it well, so time is use ecietly.

Note: Some teachers are cocere thatplanninga project takes too much time.

PBL oes require avace preparatio, but it gets easier the more you o it,

especially i you ca ru the same project year ater year.

Misconception # 5

PBL is only or older studentsor uent English speakersor those who dont

have learning disabilities.

Fact Check: eachers o all stuets, rom preschool through grauate school,

have use PBL eectively. You just have to make aaptatios base o your

Pojes an ineasesuden moivaiono ead, wie, andlean mahemaisbeause hey aeengaged by he opi.


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stuets ees. For example, rst graers will ee more irectio rom

the teacher tha ourth graers. doig a project is a atural way to lear,

so why ey this to youg chilre? Teir ibor sese o curiosity makes

iquiry a powerul a egagig learig process. Projects are eective or

Eglish Learers because reaig a writig is purposeul a coecte

to persoally meaigul experieces. For stuets with isabilities, use thesame support strategies urig a project as you woul use i other situatios,

such as ieretiatio, moelig, a proviig more time a scaolig.

Sice projects ivolve more work i small groups, it provies you with better

opportuities to meet iiviual stuet ees. Fially, projects ca provie

Eglish Learers a stuets with isabilities with chaces to show their

stregths a eel iclue i the classroom.

Misconception # 6

PBL is too hard to manage, and/or it doesnt ft with my teaching style.

Fact Check: Some teachers project work to be messy they aret i

total cotrol o their stuets every step urig project work. You o ee to be

comortable with a certai amout o lively iteractio a out-o-their-seats

activity i the classroom (or outsie o it!). A project is ever ully preictable,

a ca evolve while youre i the mile o it, so you have to be fexible a

reay to make ajustmets. For teachers oly use to irect istructio, it may

be challegig at rst to maage stuets workig i teams a hale the

ope-eeess o PBL, but with more experiece it gets easier. I you ee to

couct a project with more structure or preer a looser approach, either way

is OK. What is importat is that stuets are learig as

a result o participatig i the project. (For more o this

topic, see theManaging Your Project chapter o this book.)

PBLs Efectiveness: What Experienceand Research ells Us

Project Base Learig has ha its avocates or may

years, a more a more teachers a schools i the 21st

cetury are recogizig its value.

Classroom teachers, base o their experiece, say that a well-esige awell-implemete project:

n Ca work or all kis o stuets, with the right support

n Improves stuets motivatio to lear

n Ca be use to teach acaemic cotet staars

A well-designed andwell-implemenedpoje helpssudens see howshool onnes ohe ouside wold.


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n Is oe o the best ways to buil skills such as criticalthikig, collaboratio, a commuicatio

n Ca iclue multiple opportuities to itegratetechology

n Helps stuets see how school coects to theoutsie worl by makig learig relevat ameaigul

n Promotes greater civic participatio a globalawareess

Researchers have ou that well-esige a well-implemete PBL ca:

n Be more eective tha traitioal istructio i icreasig acaemicachievemet

n

Icrease stuet egagemet i learign Improve stuets retetio o kowlege over time

n Improve stuets mastery o 21st cetury skills

n Be eective i improvig the perormace o lower-achievig stuets

n Icrease stuets achievemet o state-amiistere, staarize tests

Research stuies ocumetig the above claims ca be ou o the BIE website

atbie.org/research.

Researchers also woul say, aturally, that PBL ees more research, because ithas bee har to pi ow so much epes o how it is ee, the particular

circumstaces i a school, a the quality o classroom implemetatio.

Schools have use PBL eectively i all grae levels a subjects, a or these

special purposes:

n Itegratig two or more school subjects a ecouragig team teachig

n Proviig chilre with opportuities to iteract with aults a the worloutsie o school a their local commuity

n Coectig the school to other schools, the commuity, busiesses, aother orgaizatios

Well-designed andwell-implemenedPBL an impove

sudens eenion ofknowledge ove ime.


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How PBL Can Fit in an Elementary Schools LiteracyProgram

o teach reaig, writig, oral laguage skills, a literature, most elemetary

schools toay use a literacy moel, some o which must be ollowe strictly

with elity, as they say i orer to achieve the results promise. Oe o therequiremets is that a certai umber o miutes per ay must be eicate to

the moel. Other literacy programs are more fexible, allowig room or teachers

to a their ow pieces or combie it with other istructioal strategies. Te

same is true or teachig mathematics; there are strict programs a more

fexible oes. Where oes PBL t i all this?

PBL is a fexible teachig methoology that ca be part o a school program with

ay literacy moel, but to varyig extet:

1. Fully integrated PBL: Projects are used throughout the school day andprogram, and may incorporate all content areas, including literacy andmath.

O oe e o the spectrum are schools that use PBL as a vehicle to teachall acaemic cotet areas, icluig literacy a math. Stuets may oproject work throughout the etire ay. Schools utilizig this approachwoul likely have a balace literacy ramework oe that emphasizes theteachers role i choosig strategies a materials istea o a scriptecommercial reaig program. Projects ote ocus o social stuies orsciece, but may also ocus o literature a math, a itegrate the arts.Math is usually taught urig a protecte block o time, although the mathskills eee or the project may be iclue. Literacy is taught withi thecotext o the project, or example:

uReaers a Writers workshops coect to project work

u Stuets rea to gai kowlege eee or the project

u Stuets write to escribe learig experieces, create proucts, arefect o project work

2. Partially integrated PBL: Projects occur mainly during the time o dayused or science and/or social studies and the arts, but include someliteracy and math when appropriate.

I the mile, which is where most o the Spotlight Projects i this book all,are schools where teachers achor their projects maily i sciece or socialstuies but itegrate the arts, literacy a math whe appropriate. eachersi these schools may also esig occasioal projects that ocus o literatureor applie math, as log as they are still ollowig the guielies o theirliteracy moel. Schools utilizig this approach to PBL ote use a state or


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istrict-aopte literacy program. Math is usually taught as a sta-aloesubject, although some applicatios o math may be iclue i projects.Stuets primarily o project work i the ateroo, but some project workis icorporate ito the morig literacy block, or example:

uFictio a o-ctio texts that coect to the topic or the project are

icorporate ito guie reaig

ueachers use rea-alous that coect to the project topic

u Stuets write about their research a work o writte proucts urigwriters workshop

u Workig with wors or acaemic vocabulary wors coect to theproject topic

uLiterature circle texts coect to the project topic

3. Separate PBL: Projects occur only during separate times o the day/week and do not connect to the literacy or math programs.

O the other e o the spectrum, teachers i some schools oly couctprojects ucoecte to the literacy a math program. Project work isoly oe i the time i the ateroo whe sciece, social stuies, a thearts are taught. Fewer projects may be coucte urig the year-perhapsoly oe or two (which is better tha oe!). Schools usig this approach toPBL typically use a state or istrict-aopte literacy program that must beollowe with elity.Math is usually taughtas a sta-aloesubject, although some

applicatios o math maybe iclue i projects.

response o Inevenion

and PBL: compaible!Tere is o reaso ot to use PBL i your school

also uses RtI. All RtI plas require some orm o

ieretiatio or strugglig stuets, a projects

are fexible eough to allow or it.

Oe caveat, though: watch out or ew iitiative

overloa i too may programs are itrouce at the

same time. Both PBL a RtI require a serious eort,

so it woul be wise to get a hale o oe beore

startig the other.


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Te Role o the eacher in PBL

Oce teachers eel comortable with PBL, they usually say they ever go

back. Tey see how well it works or their stuets. Also, they ejoy their ew

role, sice PBL allows a teacher to work more closely with stuets, actig more

like a coach istea o the eliverer o kowlege.

I youre use to a maybe eve ejoy beig the ceter o attetio i

your classroom a irectig the chilres every move, you may thik PBL

is ot or you. But although you o ee to give up some cotrol a allow

stuets to make choices a create their ow questios a proucts,

couctig a project may ot be as big a chage as you imagie. You still will

be the ocus much o the time. Youre the project maager

a are resposible or teachig the cotet kowlege a

skills stuets ee. Youll be proviig structure lessos,

acilitatig the iquiry process, a guiig stuets through

the process o creatig proucts. doig PBL oest mea

givig stuets ree reig to o a lear what they wat.

With some PBL experiece, your stuets shoul be more able

to work somewhat iepeetly, but you play a vital role i

ramig the experiece through careul plaig, acilitatig

the iquiry process, assessig learig, a maagig logistics.

I you teach youger chilre, you eitely will ee to work

more closely with them urig projects compare to teachers

o stuets i the upper elemetary graes. A remember,

i PBL you ca still perorm your mai job o teachig basic reaig, writig,a math skills. PBL motivates a provies opportuities or chilre to lear

may thigs, but it is nO itee to be a time out rom teachig the basics.

I teachig with PBL eels challegig at rst, be assure that your skills will

improve over time, as you lear rom each project. Well say more about your

role i the chapters that ollow, as it relates to specic steps alog the way

towar plaig a maagig a successul project. Managing PBL: A Portrait

o page 75 will also give you a clear example o the role o the teacher i PBL.

PBL allows aeahe o wok

moe loselywih sudens,aing moe like aoah insead ofhe delivee ofknowledge.


17/17

PBL Pepaes Sudens fo 21s cenuychallenges

Lets be clear we are ailig too may o our chilre. Were seig

them ito a 21st cetury ecoomy by seig them through the oors o20th cetury schools.

Barack Obamai a speech at the Ceter or America Progress

Lots o people are sayig the same thig: teachig a learig have to be ieret

i toays worl. Eucatio leaers, busiess leaers, acaemics a the authors

below sou a similar ote:

How has the worl o the chil chage i the last 150 years? Its har

to imagie ay way i which it hast chage. Teyre immerse i allkis o stu that was uhear o 150 years ago. A yet, i you look atschools toay...they are more similar tha issimilar.

Peter Sengedirector, Ceter or Orgaizatioal Learig, MI

natios arou the worl are reormig their school systems...to supportthe more complex kowlege a skills eee i the 21st cetury, skillseee or ramig problems, seekig a orgaizig iormatio aresources, a workig strategically with others to maage a aressilemmas a create ew proucts.

Linda Darling-Hammond, Powerul Learning

Oe key competecy that employers across-the-boar value i employeesis the ability to thik creatively a logically i orer to solve problems.Such employees are most likely to be promote i a uorgivig globalecoomy that requires fexibility a a ability to thik, speak, a writelogically, to solve problems, a to sythesize iormatio.

Te American Diplomacy Project

Curret ormal eucatio still prepares stuets primarily or the worlo the past, rather tha or possible worls o the uture.

Howard Gardner, Five Minds or the Future

Documents

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