In discussing the class project with our small groups in class last Thursday provided a few insights into narrowing down my efforts. Each of us shared our thoughts on what instruction we might provide all of us with the intention of what instruction to provide. As I think about assessing what I want the students to learn it occurs to me that part of a PBL assignment is that the teacher can't necessarily pinpoint everything that the student will learn. General categories, such as content, use of certain technology, and interactive components can be had, but the great gift of a PBL assignment is that the student who really gets into his or her assignment can take the project where they want to and many respects this will be the toughest one to assess in a meaningful and fair manner.
Provided that their are time constraints on what my students can accomplish in class and technology restraints on what they can accomplish out of class, I find myself trying to find a way to insert a PBL assignment into just one of my classes, and more than likely, one of the advanced classes. I say this, not because it is good practice, but a lingering reality. We discuss these issues and read research declaring PBL's exceptional tools for all students, but the underlying reality is one of coordinating the project with the classroom realities of modified lessons and unmotivated students. What happens when the "driving question" that is supposed to motivate the students into action doesn't motivate them into action?
I hope I don't sound too cynical regarding PBL instruction, but more or less timid to use what I think is probably a great learning method.
Oh such a good point Aaron about pinpointing what you are grading! I think because I am such a detailed person it is hard for me to not want to outline EVERYTHING. I think in grading the assessment, it needs to be detailed enough to grade each student fairly BUT it also needs to be not detailed enough to allow for creativity! Anyway, again, I can't wait to see your projects...they usually make me happy!
ReplyDeleteGreat point! It is also hard in grading creativity because with some students it comes natural and with others it's a struggle. So the project may take longer for the students that creativity doesn't come naturally. So if those students are trying their hardest to be creative and they still don't have the best project, do you give them the same grade as someone that did have one of the best and it wasn't hard for them to be creative?
ReplyDeleteAaron, you made a great point. PBL often requires students to be creative; but not all students are so creative. Although we do not want to hurt those who are not so creative, we also want to credit students' creativity... It sounds like a dilemma. I think this is what we should keep thinking about it!
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