Past but powerful strategies
What I like the most with Coetail is that I have valid reasons to try new things!!
As this week is about project-based learning, problem-based learning, challenge based learning….I jumped in and introduced a Genius Hour-like to my Grade 5. (To be honest, the idea came after I attended Marcello Mongardi session at Learning 2)…More on that later…
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flickr photo by Prairiekittin https://flickr.com/photos/prairiekittin/5951368139 shared under a Creative Commons (BY-ND) license[/caption]The philosophy behind PBL, CBL, PBL…
Projects: I like doing projects with my students but at the same time, just the thought of organizing a project gave me goose bump! As yes, it’s always fun to start a project, I find also always difficult to finish it on time, to manage the unforeseen…. That’s why I’ve always kept it simple, kept it analog and more like a wrap-up of what has been learnt in the unit. Maybe it’s not really a project but for sure it allows my students to use all the French they’ve learnt and it does follow the curriculum. I have always used those so-called projects as an assessment.
What’s in my “projects”, then? I’ve asked my students to create a story, a poster, to draw and label…
Why it works? Students use their “left-brain”, they have to be creative, to work collaboratively.
Even if my “projects” are very far away from what real project based-learning might be, the philosophy behind is the same as it explained in Introduction to project-based learning by Buck Institue Education.
Research shows that learners not only respond by feeding back information, but they also actively use what they know to explore, negotiate, interpret, and create. They construct solutions, thus shifting the emphasis toward the process of learning. More important, evidence shows that PBL enhances the quality of learning and leads to higher-level cognitive development through students’ engagement with complex, novel problems. It is also clear that PBL teaches students complex processes and procedures such as planning and communicating.
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flickr photo by brizzle born and bred https://flickr.com/photos/brizzlebornandbred/11683249855 shared under a Creative Commons (BY-ND) license[/caption]I am convinced that the best learning takes place when the learner takes charge.
(S. Papert : The children’s machine: Rethinking schools in the age of the computer. New York basic Books.)
I completely agree with this quote from Seymour Papert.
We all experienced it! When we learn something by ourselves following our likes and interests. And that’s really what project-based, challenge-based and problem-based learning is about.
However some of my concerns remain with these kind of strategies. The BIE has it covered for me: coverage versus "uncoverage"
It is true that projects do not lend themselves to covering a laundry list of topics, as too often happens in the classroom. But in the case of good education, less is more. If you are pressed for time and need to include many topics in your instruction during a year, you may want to think about the concept of ‘‘uncoverage.’’ This means making a de- liberate decision about topics that you want to teach in depth versus topics that can be simply ‘‘covered.’’ What parts of your curriculum can be easily and successfully handled through lectures or textbook assignments? What parts require more depth? Identify those topics that reflect the most important ideas and concepts in your curricu- lum—and incorporate those topics into projects. Those are the topics with which you want students to grapple. The remaining topics you can deal with through direct instruction.
Genius hour!
As I explained at the beginning of the post, I’ve just introduced my Grade 5 students to a genius hour project. For now, it’s too early to reflect on it as they haven’t even chosen their topic. However I can tell you that they were really excited about the idea. I will write about it in the coming weeks.
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Hi Magali
ReplyDeleteHi Suzy,
ReplyDeleteThank you for all the resources!
To structure their project, my students are going to use SWAY. Tanya and I ( but mostly Tanya) have already started to explain how it works. I’ll explain everything about the Genius hour in a couple of weeks in another post as I’ve started to document it. And yes, I agree: time is the big issue. I want this project done before the Grade 5 go to their trip to Switzerland, in 7 weeks.
Thank you for your support and your enthusiasm!
Hello Magali
ReplyDeleteThanks a lot Suzy!
ReplyDeleteI can't wait to hear more about your genius hour! I love that you used COETAIL as an excuse...I do the same thing all the time :)
ReplyDeleteI'm pretty passionate about student empowerment. I think when we give them control, it may be messy and it may not be perfect, but real learning will happen. Thanks so much for sharing your journey and experiences. I can't wait to here more.
Hello Magali
ReplyDeleteI apologise, but I will try and make two posts. I am not sure why it keeps disappearing. Great reminder at the beginning of your post about Coetail encouraging us to try new things. I am also really enjoying this hands on in my learning. I am so interested in your Genius Hour project, it's something I have read about and so I am looking forward to hearing how it is going. I have read some interesting articles about it and how to introduce it to the students. This one by Chris Kesler shows examples done by his 6th Graders. The article is full of great resources, including a Haiku Deck presentation to explain the guidelines and expectations about Genius Hour to the students. He also suggests involving the parents and explains how. I also found this article in which a 5th Grade teacher explains how he uses Trello to structure his students' Genius Hour projects. It's a way that students can show how they can plan each step of their inquiry.
Part 2.
ReplyDeleteAs you point out in your quote from the Buck Institute of Education, students learning how to plan and organise their inquiries is an important skill to come out of project-based learning. In your post you also share your concerns about projects and time and that they can sometimes seem messy and chaotic. I think I also go through a messy and chaotic phase in my learning when I am trying to really understand something or when I don't seem to arrive at an answer, I just have more questions. But seeing my students also go through this is probably the time when they do their deepest learning. Time, as you say can be an issue and I found the Edutopia article on how project-based learning works really helpful, highlighting the importance on planning a timeline or schedule for the project. For younger learners , this post from Angela Marzilli on the Buck Institute of Education's blog, is helpful. She advises to think small, authentic projects don't have to be big.
I think this is great that you are taking this initiative at our school and thank you so much for sharing all those Learning 2 resources with us.
Suzy
Hello Suzy,
ReplyDeleteThanks again for the resources. As Angela Marzilli said, I'm doing it small! I also think it's always best when starting something new: one step at a time.
I've remixed documents such as journal, and reflection sheets in French. So far the project is going well. I've never seen my students working so well altogether. Usually, at point, they're off task but not in this case!
Thank you so much for you support!