“Tell me and I forget. Show
me and I remember. Involve me
and I understand.” —Chinese
proverb
Based on what we have done during our
laboratory in Ed 126.1 we've view project-based learning (PBL) as a model that
organizes learning around projects. According to the definitions found in PBL
handbooks for teachers, projects are complex tasks, based on challenging
questions or problems, that involve students in design, problem-solving,
decision making, or investigative activities; give students the opportunity to
work relatively autonomously over extended periods of time; and culminate in
realistic products or presentations (Jones, Rasmussen, & Moffitt, 1997; Thomas,
Mergendoller, & Michaelson, 1999). Other defining features found in the literature
include authentic content, authentic assessment, teacher facilitation but not direction,
explicit educational goals, (Moursund, 1999), cooperative learning, reflection,
and incorporation of adult skills (Diehl, Grobe, Lopez, & Cabral, 1999). Doing the Project-Based Learning Unit
Portfolio made me think of my future role as a teacher in the following ways:
A teacher who can
provide greater student interaction – as we all know that traditional classroom learning
involves a teacher more or less speaking to his or her students with little
interaction other than to ask or answer a periodic question. Through the aid of
project-based learning it will allow me soon to be a teacher who is more likely
to have of a facilitator role that allows for greater dialogue with each
individual student.
A teacher who has an insight
into student motivators – With each new project that’s proposed and presented,
teachers receives a glimpse into the interests, passions and motivators of
their students. Everything about a given project – the topic that’s selected,
how it’s presented, how students works with others, where they pull their
research from – gives teachers crucial information about the learning habits of
his/her students.
As soon
to be a teacher I want to increase the student engagement in my classroom,
therefore as a teacher I need to increase student activity -- ask the students
to do something with the knowledge and skills they have learned. Break up the
lecture with learning activities. Let them practice. Get them moving. Get them
talking. Make it so engaging that it will be difficult for students not to participate.
Well
then, I've realize the ultimate engagement is to put the learner in charge of
learning. Create a rich learning environment and a motivation to learn where
students will do all the hard work of learning.
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