Last spring I mentioned that I’m seeing a new emphasis placed on project-based learning or PBL. This blog will revisit that subject with a focus on assessment resources for use with project-based learning.
What is project-based learning? Take a look at this description from the website at: http://pbl-online.org/About/whatisPBL.htm
Project Based Learning is an instructional approach built upon authentic learning activities that engage student interest and motivation. These activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom.
Project Based Learning is synonymous with learning in depth. A well-designed project provokes students to encounter (and struggle with) the central concepts and principles of a discipline.
Project Based Learning teaches students 21st century skills as well as content. These skills include communication and presentation skills, organization and time management skills, research and inquiry skills, self-assessment and reflection skills, and group participation and leadership skills.
Project Based Learning is generally done by groups of students working together toward a common goal. Performance is assessed on an individual basis, and takes into account the quality of the product produced, the depth of content understanding demonstrated, and the contributions made to the ongoing process of project realization.
Finally, Project Based Learning allows students to reflect upon their own ideas and opinions, exercise voice and choice, and make decisions that affect project outcomes and the learning process in general.
Combining these considerations, we define Project Based Learning as a systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks.
Project-based learning allows for greater individualization, innovation, and creativity. It can be done individually or as a group. But, many teachers may be uncomfortable with relinquishing control of what is being learned and allowing students to “discover” on their on. What if the students don’t cover all the points, or miss the main point of the lesson? That’s where using guided-assessment through rubrics comes in!
I don’t exactly love to write grants. But, I love writing grants that tell you up front, “Here is the rubric we will use to evaluate your grant application.” The major items that must be included are listed and assigned higher point values, etc. I know exactly WHAT they want, and WHERE to concentrate my effort. It’s up to me to write the grant and make it unique, so that it stands out above the competition. Project-based learning rubrics for students can be specific enough to guide students toward the required content while still allowing for creativity and collaboration. If the rubric is designed well and given to the students ahead of time, every project submitted should meet competency goals and include required elements of the standard being taught. The rubric itself can be a learning tool prior to the evaluation.
I have listed below several excellent resource pages about project-based learning and rubrics:
What are some examples of project-based learning projects? What are some new 21st Century applications for creating these projects (no poster boards or PowerPoints, Please! ) Perhaps those are topics for another day!
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