March of the Monarchs was an example of a project
based learning activity by elementary students in Maryland. In all three articles about examples of project
based learning, our week one readings in EDIM 502, the role of the teacher is
to design the project based lesson with curriculum standards in mind. “Careful planning ensures that the students
meet state academic standards” (Curtis, 2001.)
The teachers start by asking an everyday, real
question. “Math, writing, reading, and other
subjects are interwoven into classroom projects and applied just as they would
be in the real world” (Curtis, 2001.) Where
are the monarch butterflies right now?
Engaging curiosity is what starts this process. This is the hook to the lesson, drawing the
students into wanting to find out where the butterflies physically are or are
travelling through.
Students take an active role in their learning. They research information, collaborate, and
create a project based on the question. In
the “March of the Monarch” activity, students recorded when they observed the
butterflies in their geographic area and sent this data to the Journey North
website. They were participating as
observers and scientists. This ensures
that they are engaged in the learning process.
Because they also create something as a result of their project, they
will remember the information. It is
transferred into long term memory instead of just disappearing in short term
memory.
The last part of a project based lesson is the presentation
of information. Students wrap up their
learning and share it with the class or the public. Students are the experts. The teacher or the public also assesses
(according to a rubric) the project. Self-reflection
and self-evaluation are also important components of assessing a project. "It demystifies grades, and most
importantly, helps students see that the whole object of schoolwork is
attainment and refinement of problem-solving and life skills" (Armstrong,
2002.)
I have had a personal experience with a project
based learning lesson. I went to a math
conference session with Dan Meyer. He showed
us a picture of a room in the Guggenheim Museum that was completely covered
with 1 dollar bills. He asked us to
generate a list of questions that we could ask.
Of course the most common question was how much money was on the
walls? I have never been sucked into a
math problem like I was that day. He
gave us the blueprints of the room and a sample of the size of a dollar bill
and away we went. I didn’t want to stop
until I figured it out. I see that as
the main goal of project based learning - to completely engage students in learning.
Investigating how to carry out project based
learning should be the goal of any teacher.
However it is easy as a teacher to fall back onto the old methods of
teaching – what is comfortable and familiar.
I imagine the work involved to set up a PBL learning activity is quite
intense. I am looking forward to working
with my science group in EDIM 502 to learn the intricacies of creating a project
based learning activity. “But resistance
to projects doesn't last long once teachers see the enthusiasm, excitement, and
quality of work. "The children actually sell it," he says. "It's
harder to teach this way -- but one hundred times more rewarding" (Curtis,
2001.)
References
Armstrong,
Sarah. (2002). “Geometry students angle
into architecture through project learning. Edutopia. Retrieved from http://www.edutopia.org/geometry-real-world-students-architects
Curtis, Diane.
(2001). “March of the monarchs: students
follow the butterflies’ migration. Edutopia. Retrieved from http://www.edutopia.org/march-monarchs
Curtis, Diane.
(2001). “More fun than a barrel of …worms.
Edutopia. Retrieved from http://www.edutopia.org/more-fun-barrel-worms
Contemporary art exhibition displaying 100,000 $1
bills at Guggenheim museum.
Retrieved from http://freshome.com/2011/05/31/contemporary-art-exhibition-displaying-100000-1-bills-at-guggenheim-museum
