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July 27, 2012

9

PBL? Am I Doing it Right?

by Peter Skillen

…in collaboration with Brenda Sherry

This post was first published in Voices from the Learning Revolution of the Powerful Learning Practice.  It was also published on Mind/Shift as What’s the Best Way to Practice Project Based Learning?


Do you want to engage your students in Project Based Learning (PBL)? Maybe you are asking yourself what is PBL really?  Am I doing it right?

Well, first of all, the most important thing to understand is that PBL is a construct made up by human beings and so there are lots of variations!  And you are entitled to construct your own version, too, within some parameters. :-)

My suggestion is to study many of the great resources that are available to you and then create your own working definition and effective PBL practice.  (I’ve included some of my favourite resources below.)

Some Parameters to Consider

I have created this diagram, enhanced by the critical eye of Brenda Sherry, which may be useful as you consider what is important to you and to your students.

We like to think with the frame of continua rather than dichotomies simply because things are rarely on or off, black or white, ones or zeroes! Flipping from one end to the other may not be the best solution for you! You may choose to slide more in one direction as suits your experience, the student’s experience, the purpose, type of project, and so on.

You could likely add other dimensions to consider as you build your own understandings and beliefs!

Trust

Who is in control? Who is initiating the project? Whose passion is being honoured with the project? Who is setting the goals, timelines, and motivation? Are you scaffolding the students’ success through templates, calendars, checklists, rubrics or are you unwittingly stealing their locus of control and micromanaging them. Been there. Done that! Thought I was helping them by giving them lots of assistance!

Questioning

Who is asking the question to be investigated in the project? The student or the teacher? Is the question a ‘deep, driving question’? Is it a ‘fat’ question or a ‘skinny’ one?

Collaboration

If the projects are collaborative in nature, you may wish to consider the amount of interdependence that students have with one another.  Are they merely gluing their parts together to make a whole or do their conversations and co-creations lead to a whole that is greater than the sum of its parts?

Content

Is the content a rich, deep problem space or is it a more narrowly focused content area?  Are there natural links to other domains that provide a context or is the content deconstructed to remove seemingly distracting and disparate information?

Knowledge

Are the students involved in constructing new meanings and understandings or are they simply retelling in their own words information they have found during their research? Have you built in mechanisms (blogs, wiki, vokis, public journal writing, etc.) so that student thinking is made visible, transparent and discussable or is most student process hidden and unavailable to others?

Purpose

How authentic is the problem under investigation? Are students ‘being’ scientists, historians or geographers and so on, or are they ‘studying’ science, history and geography? How much is the project based in the real world of the student? Is it purposeful for them?

Great Resources for Project Based Learning

Brenda’s excellent Tech2Learn wiki has a Project-Based Learning page which we developed for some workshops. It includes resources from the best of the best:

Jane Krauss and Suzie Boss – Reinventing Project-based Learning

Edutopia

Buck Institute for Education

Linda Darling-Hammond – Powerful Learning

Passion-Based Learning Units

There are also links to our two blogs Learning Zone and The Construction Zone.

Chart: Effective PBL Continua by Peter Skillen & Brenda Sherry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

9 Comments Post a comment
  1. Jul 27 2012

    Hi Peter, another great post, I particularly like your thoughts around knowledge and purpose. The difference between construction of new meaning and retelling is a very tricky one to get right sometimes.

    Question. Why do you think it is important to make the students thinking visible? Is this to aid the student or teacher?

    cheers

    Kynan

    Reply
  2. Jan 7 2013

    Hi Peter,
    I am a lifelong educator/learner myself and specialize in problem-based learning (a different pbl). I adapted your continuum and am trying to get in touch with you so as to share and just let you know that I adapted it in acccordance with the creative commons license. Please let me know how to get in touch with you.

    Carmel

    Reply
    • Jan 9 2013

      Hi Carmel,
      I’d be delighted to connect with you.
      peter at peterskillen dot org is the best way. We can take it from there.

      Reply

Trackbacks & Pingbacks

  1. innovation and results – the dichotomy that isn’t « Learning Activist
  2. Chaos vs. Flow: “10 Steps to Better Student Engagement” « This Teacher Speaks
  3. Chaos vs. Flow: “10 Steps to Better Student Engagement” | This Teacher Speaks
  4. To Question IS the Answer! | The Construction Zone
  5. Project Based Learning: Don’t Start with a Question | The Construction Zone
  6. Project Based Learning: Don’t Start with a Question | Inquire Within

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