What is project-based learning? Let’s start by celebrating this diagram that will explain our instructional goals during this creative and meaningful learning process. After deliberate reflection, the way for us to enter into this great mode of learning is for me to give you “voice and choice” regarding a project you want to make that complements your learning in English IV Honors. Moving forward we will keep these points in mind and discuss how best to help each learner design a project.
- So realize that when you make something in a learning atmosphere, brain based research informs that you will remember that content far longer than material studied for traditional academic assessments.
- Also appreciate that the iterative and collaborative process that we use in class will better help you internalize confidence in the complicated and messy process of collaboration and authentic learning so that you hopefully transfer these skills into your college courses and future careers.
- Disciplinary suggestion: What is the migratory project associated with any of the stories in our anthology? Note that we will be visiting an exhibit at Yale on this very topic: https://britishart.yale.edu/exhibitions
- Gamification in a learning environment = the future of education: One possible track: Minecraft. Can you create Shakespeare’s Globe theatre and bank side neighborhood?
- Realize that designers actually enjoy and revel in the design process itself. So begin with an open mind and a belief that if you create many ideas and prototypes, you will then find one more appealing in later stages of our work. Good designers and engineers also remove harsh judgement from this phase of the project. Instead try to come up with multiple ideas and pursue them a little more with words and images.
- Let’s devote time to research other students who made projects for an English or ELA classroom. Perhaps you will find a good model to share because it resonates with our disciplinary goals (British Literature) for this endeavor. Or you may find a topic that involves a technique and illuminates an aspect of the collaborative nature of project-based learning. See how we will ask you in this phase to find a project and employ our four instructional goals–disciplinary, authenticity, collaborative, or iterative–in your evaluation of that student project.
- We are currently in the “voice and choice” aspect of the project. Realize that this type of work will be much more common next year at the college level. You may also be uncomfortable with this learning position because in our previous AP modes, students were pacing themselves towards a curricular or skill-based acquisition. Now, we are asking you to create flow with our curriculum and that takes time. The more time and energy you invest in this part of the process, the more you will get out of this fun approach to learning. Summoning the Beatles’ Abby Road (50th Anniversary commemorative process right now!) closing song, I would like to suggest that any project where you invest yourself into the learning process will produce personal and profound results. So if we unpack these words from the Beatles’ last recorded collaborative performance, “The End,” we can realize that “love” in this case is what the student experiences when he or she invests “voice and choice” into a topic and hopefully loves the work. This type of love can also mean struggle, because we also struggle with our most meaningful relationships in life. So celebrating the lines, “And in the end, the love you take/Is equal to the love you make” (Abby Road), be mindful moving forward that we will help you find and declare your own (#VoiceandChoice) #PBL topic (aka academic “love”) for our class.
So, as we aim to create a learner-driven classroom, let’s take a moment here to research other models and reflect on what specific aspect of #PBL makes that project soar.
In the comment thread below, please compose 3-5 sentences in Standard English a thoughtful annotation. Explain how the #PBL model you discovered during your research resonates with one as a learner and explain in your own words how the project illuminates one of the instructional goals illuminated by the image and article above. For now, feel free to hone your observations to one aspect of a #PBL learning environment. When you pitch your model to class, we can all have fun wondering about the other dimensions together. Therefore, reflect on how the project that you think effective for us to consider as model displays one of these instructional goals: disciplinary (academic subject, British literature, including postcolonial authors, issues, etc), authentic, iterative, or collaborative. I’m excited for us to consider our collective internet research as it might facilitate a more productive brainstorming process and foster more considerations for each student’s #PBL experience. I’ll make this prose a small “Learning Through Technology” grade event in the gradebook.