As I reflect on my journey in the
field of education, I cannot help but notice how different classrooms look
today compared to how my elementary school classrooms were set up. I remember
student desks formed in rows. Now when I visit classrooms, I typically see
students placed in table pairs or groups. The way that classrooms’ sound has
also changed. I remember completing seatwork in school. Rarely did I work
in groups with peers without an adult present in the group. Now it’s common to
walk in classrooms and see students interacting with each other and their
teacher monitoring their progress and conferring with groups. When analyzing the changes that we have seen
as a society, it is no wonder that Ramos states, “The way we prepare young
people for the workforce has needed rethinking for a while. As technology
accelerates rapidly, employer needs are shifting” (Ramos, 2020 p. 1). As educators our job is to educate our students, so they can grow up to become active members of society. We must prepare our students
to be successful for the jobs that will be available to them once they graduate high school.
Yilmaz states, “The inclusion of
science and technological developments in the educational process causes the
emergence of several new skills and concepts. “Technology literacy, computer literacy,
21st century learners” (Yılmaz, 2021 p. 2). Since the kinds of jobs that will
be available for the next generation will require a new skill set, we must teach
the skills necessary so they will be prepared to lead successful lives. This new skill set can be
categorized into three categories: learning and innovation skills, information
media and technology skills and life and career skills (Yılmaz, 2021). The learning and innovation skills include
creativity, critical thinking, communication, collaboration, problem solving
and innovation (Yılmaz, 2021). The skills listed under information media and
technology skills include information literacy and technology literacy (Yılmaz,
2021). The skills included in the life and career skills are flexibility,
compatibility, entrepreneurship, leadership and responsibility (Yılmaz, 2021).
The work force that our students will enter upon graduation will require them
to utilize those skills, so we must provide students in each grade level
opportunities to practice using them. Now, as educators we must rise up to the
challenge of teaching our mandated state or national standards and integrate 21st
century skills into our instruction.
One method of providing opportunities for students to engage in the twenty-first century skills is to
incorporate project based or problem based learning into instruction. Data
collected from schools in Michigan, Texas and North Carolina from high school
junior students revealed how they felt about participating in PBL experiences
(Virtue & Hinnant-Crawford, 2019). Students reported that they could see
the value of the work they were completing (Virtue & Hinnant-Crawford,
2019). They saw how the PBL experiences they were participating in connected to
the real world, thus they believed that there was meaning behind their work
(Virtue & Hinnant-Crawford, 2019). Students also reported feeling satisfied
with their course work. They also
indicated that their work was challenging (Virtue & Hinnant-Crawford, 2019).
Participating in PBL experiences
help students develop skills working with others and expressing their
thoughts and opinions. They learn valuable researching skills. Hickey states that,
“The working definition of PBL focuses on students researching complex and
challenging real-world issues through inquiry based learning, use of knowledge
across the curriculum and 21st-century skills” (Hickey, 2014 p. 1).
By incorporating project based
learning experiences in our classroom, we are providing our students with
projects that inspire them to conduct research and become more educated on
topics. We encourage them to think critically and collaborate with their peers.
When we provide students with rubrics and then let them choose how they wish to
present their knowledge, we are allowing them to use their strengths and think
creativity. Students incorporate their information and technology literacy skills
as they locate creditable sources. They are engaged in reading and writing as
they research and create plans to showcase their new learning.
One example of a PBL experience
that I have designed to use in my classroom covers the topic of early reform
movements in America. This project involves English language arts and social
studies. This PBL experience was
designed to engage fourth grade students in the idea that they can participate
as active citizens. I also wanted them
to discover what ideas and issues they feel passionate about. The first step I
take in beginning the PBL experience, is allowing students to choose which
early reformation movement they would like to take part in. These movements
include: Temperance Movement, Mental Illness (Dorothea Dix), Education (Horace
Mann), Abolitionist, Women’s Movement, The Seneca Falls Convention and the
Civil Rights Movement. Then I select
student groups based on the topics students demonstrated interest in. Then I
provide students with a copy of the Core Knowledge reader American
Reformers. I will post a link that you
can click on to find a copy of the student reader activity booklet and teachers
manual for the unit. For this project I only use the student reader as a resource for students to use, to educate themselves on their reformation topic of interest. On day one, students
read the chapter that correlates with their topic of interest. They complete
vocabulary and KWL charts to support their reading comprehension. On days two and three, they utilize resources
to conduct further research. On day four
through eight, students are given a project rubric that includes the project
requirements which are listed below the link to the Core Knowledge American
Reformers reader.
https://www.coreknowledge.org/free-resource/ckhg-unit-10-american-reformers/
- Each group should include a summary of their
reformation chapter in their project.
- Students
will discuss the topic of reformation and discuss if it is still an issue in
today’s society. If it is, they must write what they would do in response.
(Students create a plan that could solve any issues still lingering from that
reformation movement)
- If
they feel like the reformation topic is no longer an issue, they will have to
write about how they would have responded to the issue in the 1800’s.
- Presentations
must inform the class about the issue and what their opinion of it is and if it
is still relevant in today’s society. Students must also share their plan or
what their plan would have been if they were alive in the 1800’s
- (Students have choice in how they design and present their project to the class)
Students tend to have multiple
components to their presentations. For example, students may choose to write a poem about one part and sing a song about another. In the past some ways that students have presented their
projects involve: writing songs and performing them, creating skits, writing
and sharing speeches, creating online presentations, creating poster boards. One other positive outcome of this project is
that students learn about each reformation movement by listening to their
peers’ presentations.
In this Project Based Learning
experience, students are engaged in the twenty-first century skills that they
need to practice in order to be ready to fit the profile of a graduate.
Students are practicing their learning and innovation skills. Students are practicing
their creativity when they design their project and create a plan to address
the reform issue. Students are communicating and collaborating with their group
members when they are discussing their reading and research and forming
opinions and deciding on how they want their project to look. Students are engaged
in critical thinking as they conduct research and decide if sources are
creditable, and when they read complex texts and form their opinions and think
of how they would address that topic of reform. Students are engaged in innovation and problem
solving when they think of how they would respond to the reformation topic of their
choice and design their project.
Students are engaged in
practicing their information media and technology skills, when they research
and read complex texts. They are also engaged in practicing theses skills when
they utilize their Chrome Books to conduct research and create presentations.
They are also continuously analyzing their sources to ensure that they are
creditable.
Students are practicing life and career skills
as they think like leaders and entrepreneurs to develop solutions for complex
reformation topics. They are also practicing their flexibility and compatibility
skills as they work with their groups. They are accepting responsibility
when working to complete their projects and staying focused and on task. This
PBL connects learning to real life issues and empowers students to form their
own opinions about complex topics. It lets them think about their personal
viewpoints and listen to others.
References
Hickey, R. (2014).
Project-based learning: Where to start? Techniques: Connecting Education
& Careers, 89(2), 1–3. Expanded Academic ASAP.
http://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsgea&AN=edsgcl.359335628&site=eds-live&scope=site&authtype=sso&custid=ns083389
Ramos, R. (2020).
Rethinking education for changing times. USA Today, 149(2904),
1–3. Gale Academic OneFile Select.
http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=2&sid=3ec705a4-0b92-4457-9bd4-b5d18d4fceb0%40pdc-v-sessmgr01
Virtue, E., &
Hinnant-Crawford, B. (2019). “We’re doing things that are meaningful”: Student
perspectives of project-based learning across the disciplines. Interdisciplinary
Journal of Problem-Based Learning, 13(2), 1–13. Education Source.
http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=5&sid=45bbc851-b564-43fa-a807-22c01f55950d%40sessionmgr4006
Yılmaz, A.
(2021). The effect of technology integration in education on prospective
teachers’ critical and creative thinking, multidimensional 21st century skills
and academic achievements. Participatory Educational Research, 8(2),
2. Education Source.
http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=1&sid=9c896e9e-9fdb-484a-839e-d03eca6492dc%40sessionmgr101
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