Don't get me wrong--we've had a great start to the school year, but I'm going in with a whole new set of lens after taking the PBL class this summer and have been more vigilant in my decision-making as far as project-based learning goes. I have to remind myself that PBL is a methodology, not just a specific time of the day/week/month that I'm "doing" project-based learning. It's all about my approach in my classroom and I need to be okay with not having these huge, wonderful, amazing "projects" planned out as we've done in the past. We've definitely gone straight to the dessert table on several occasions and missed the meat of the projects, so it's been interesting trying to plan this year with my grade level.
I've spent a large chunk this year assessing, observing, and recording behaviors of my students and their work ethic. This is my tenth group of students, which is unbelievable. Each group has been very diverse but I've wondered if it has to do with the changing of schools, districts, or truly in the short passage of time. My first group of students are seniors in high school, ready to take on the real world. With my first group of students and my group this year, there is a comparable shift in their approach to learning. The increase of technology, expectations from parents, and hyper focus on standardized testing, learning seems to happen faster and there is a higher demand for me to be "on" all day.
Which brings me to Chapter 1 of Tony Wagner's book. I remember Chris showing it to us this summer and thinking "that looks like a great book, I should read it next summer when I have free time!" :) He is a very thorough writer and has some pretty radical ideas, so I'm curious to see how the rest of the book is organized. I liked his take on play, passion, and purpose. As an early childhood educator, I whole-heartedly believe that play is lacking in the modern-day classrooms. We are all expected to be "on-task" meaning students are quiet, doing individual work, and not being disruptive. Anyone talking or not sitting in their chair is acting out and receives a negative consequence. It's so sad that this is the reality of many classrooms. I believe in solid classroom management, but I also believe we can learn through play and talking (about the subject at hand). I think this is what leads to the disengagement syndrome the author addresses in the introduction.
One last reflection I had after reading the first chapter is introspective in nature as I started wondering if I fall into the millennial generation. It seems the general opinion (and I've heard this from more than one source--not just the portion from Mr. Wagner's book) is that this generation is independent, but lacking in motivation; intelligent, but not using it correctly; innovative, but wasting it on unproductive ideas. In my chosen vocation, even if I do fall into the millennial category and these opinions are believed to be true, I feel that teaching lends itself to using creativity and making the most of my skills and abilities. I love it because it does require me to think outside the box when facing a challenge. I had a rough day today with students not cooperating, collaborating, or communicating like I wanted them to during math, however, instead of taking away the activity, I'm attempting to change it--ever so incrementally--so we can move forward tomorrow. Isn't this how it should always be in the classroom? Especially the PBL classroom? We have to forge new pathways to making learning fun again for our students and I believe it is through PBL that we'll find that path.
Amanda,
ReplyDeleteI truly believe that teaching is to change, what worked in one class might not work as well in another so I tweak as I move through my day. If only all lessons went as well as the last of the day.
I agree that we need to make learning fun again, I watch my students this year when I try to do direct instruction (which is sometimes necessary) and I can see their eyes glaze over. I need to change!
Amanda -
ReplyDeleteI appreciated your comments. So much of what you said resonates with the journey of PBL and inquiry. Making the transition to embrace PBL is exactly what you said...a change in mindset. Innovation is not a thing or a program, it's a change in the way we think. PBL is not something extra for us to do alongside of everything else. It's not something that can be tagged to the end of an already jam packed day. PBL, in its truest form, must become the journey.
I believe one reason so many of us struggle to embrace this approach is not because we don't want to...it's because we, ourselves, didn't experience school this way. It's a little awkward for us to let students explore, discover, and "play" at school. Over the last few years I, myself, have realized that if we want to truly teach the learner, we must embrace the child. If students naturally come to us with a inquisitive, curious mind, we should embrace this. We should meet our students where they are and seek to take them further. So, now, I embrace the use of Legos, action figures, and class pets. Using objects and opportunities to embrace our student's natural interests, regardless of their age, will simply engage students, providing them with meaningful, authentic experiences to connect the world around them.
"The increase of technology, expectations from parents, and hyper focus on standardized testing, learning seems to happen faster and there is a higher demand for me to be "on" all day." I hear this and I have some not so sage words or wisdom, as you might have seen me with the mascara all the way to my ankles last class...it is ok to turn off, turn down or whatever the word is and just let them work. My kids asked me today " Are you feeling ok, your not as up as you normally are?" I said to them that there needs to be a time where we reflect, regroup, and think quietly. We need it, I need it if I am going to keep those creative ideas flowing. Oddly enough, the class put their heads down towards their writings and worked...even stranger, they created some really cool letters from the perspective of a settler. It turned out that a low key day was a highly productive one. Hang in there.
ReplyDelete"The increase of technology, expectations from parents, and hyper focus on standardized testing, learning seems to happen faster and there is a higher demand for me to be "on" all day." I hear this and I have some not so sage words or wisdom, as you might have seen me with the mascara all the way to my ankles last class...it is ok to turn off, turn down or whatever the word is and just let them work. My kids asked me today " Are you feeling ok, your not as up as you normally are?" I said to them that there needs to be a time where we reflect, regroup, and think quietly. We need it, I need it if I am going to keep those creative ideas flowing. Oddly enough, the class put their heads down towards their writings and worked...even stranger, they created some really cool letters from the perspective of a settler. It turned out that a low key day was a highly productive one. Hang in there.
ReplyDeleteThanks, Jozi, for your kind (and sage) words! As we've settled into our routine and they understand the expectations, I feel like we can pump the brakes a little. This group of students seems a lot calmer than my group last year, so we're learning to do as you said--reflect, regroup, and think quietly. I love that phrase! They really do feed off your energy and sometimes I realize I have to start with myself first before I can expect them to change. I like to play quiet music, turn off the lights, whisper with them, do some deep breathing, etc. It just seems that more and more things get thrown onto your plate and it can be so overwhelming. That stress level can blow through the roof some days! I've realized, personally, that on days that I work out, I'm so much calmer the following day. Maybe I'm just exhausted and have no energy to move around as much as I usually do, haha. My rope seems a little bit longer and I can tolerate the craziness a lot easier. :)
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