Week 8

How does project-based-learning lend itself to differentiation in the classroom?

When designing a project, it’s important to remember where your students are. What’s their previous knowledge to the topic? What kind of skills do they know how to do? Will there need to be any introduction before the project starts? How will you differentiate to meet the needs for all students? How will you assess the students learning based on the goals that have been created and finally what ways do your students learn? These are important questions to ask before designing a project for your students.

As I think of this question after the reading this week, I kept thinking of Givercraft/Survival Craft. It’s so engaging to the students. As I have been observing and helping a colleague of mine this week while his students are in Givercraft, I have heard many times “this is awesome!” “I can’t wait to do this tomorrow!” O.K. When was the last time you heard those comments from a regular math worksheet lesson or after reading a story from the required grade level text? Personally, I have never heard my students say this, unless I have found a way to relate it to an “real life connection” (Zouganeli), or find something they enjoy doing. The “focus is not so much on what we are learning but on how we are learning” (Brown and Alder) this is spot on.

The requirement was to read the “Giver” students could have read the text, and then answered questions the teacher had made up or wrote a book report on the text. BORING!! Instead, they are engaged and using a differentiating tool MinecraftEdu. Students are working independently, as they engage in inquiry. This allows the teacher to provide differentiated support to teams and individuals (McCarthy). Many times during this week, I have seen my colleague use “Minecraft experts” students who know Minecraft really well in the classroom to assist other students. If students have a question, they ask the “expert” if the expert can’t help them, then they ask the teacher. The students are working on an independent goal, but working together to complete the goal. They are also assisting each other. This is differentiation in itself.

The other part of differentiation that goes with project –based – learning is a “driving question for a project is open-ended, so it offers multiple ways for students to come up with their own solution or formulate an answer” (McCarthy). With Givercraft students can choose what to build, but have to explain their reasoning for it in their wiki.

“Blogs, wikis, social networks, tagging systems, mashups and content - sharing sites emphasize participation over presentation” (Brown and Alder).

While observing my colleagues classroom, there are goals posted on the wall and the names for each building students are working on to create is posted.  Students are learning the content remembering the text extremely well and staying engaged.

         When “engaging students in ‘real-world activities seems to be effective” (Tawflik). Students can understand what they’re learning, why they’re learning it and how they can use it for future use. Times are changing. We are moving away, from the traditional classroom setting. Teachers are not lecturing to their students the whole time and having them recite what they learned on a multiple-choice assessment. Students are interacting with each other and problem solving with each other. It is “student-centered, student-driven and gives space for teachers to meet the needs of students in a variety of ways” (Miller). While students are working together on creating their buildings, the teacher and I are able to walk around and give 1-1 support to other students. I found that students would differentiate their own instruction and seek me out to ask a question. Some didn’t know how to build or move.

         Miller explains six strategies for differentiation while in a project based learning environment.

1.Differentiate through teams

2.Reflection and Goal Setting

3.Mini-Lessons

4.Voice and Choice in Products

5.Differentiate Through Formative Assessments

6.Balance Teamwork and Individual Work

         The strategies explain how it’s important to put your students into small groups. During my math lesson I always have a lesson plan formed as “I do it, we do it, and you do it.” I explain the strategy, students are asked to work with their group in solving the next practice problem, while I walk around and observe. I take note at which students could need extra support. I make sure students are understanding the concept, if they don’t I then re-teach using a different method. Once students understand the concept, I let them work independently and observe. Any student that doesn’t understand the concept, I bring to the back table and work with them 1-1. This could be one student or a few students depending on the topic.

         What I have noticed too is even though students are working independently, if they’re not understanding the concept, they will reflect on their own learning, set a goal and come to the back table for support. While working with the small group, I also have the other students bring me their completed work to assess. If they understand it, then I give them an enrichment activity to complete. If they need support, I have them join the small group. This continues until all students understand the content. This doesn’t mean they finish the whole assignment, only get enough practice to understand what they’re doing. After all students understand, we meet as a whole group again. I have students work with groups and problem solve the rest of the problems, which are usually word problems. Even with my math lesson, I use these six strategies and have students work in groups.

         I think it’s important for students to learn from each other and be guided in the right direction by the teacher. Differentiation is project-based-learning. It is a way for students to work together, set goals, reflect on their own learning, connect what their learning to every day life “real life situations” (Zouganeli) and be engaged. It also gives teachers time to assess and give support to students individually and as a group.  I will leave you with my favorite quote from the reading this week, by Brown and Alder “Focus is not on what we are learning but on how are learning.”

Resources

Seely Brown & Adler. (2008). Minds on Fire: Open Education, the Long Tail, and Learning 2.0. Retrieved from: http://ngw.cs.colorado.edu/bin/download/DCNM2009/Relevant+Resources/Brown-minds-of-fire.pdf

Tawfik, A., Trueman, R. J., & Lorz, M. M. (2014). Engaging non-scientists in STEM through problem-based learning and service learning. Interdisciplinary Journal of Problem-Based Learning, 8(2), 4. Retrieved from: http://tinyurl.com/oq4wkwc

Zouganeli, E., Tyssø, V., Feng, B., Arnesen, K., & Kapetanovic, N. (2014). Project-based learning in programming classes the effect of open project scope on student motivation and learning outcome. Retrieved from: https://oda.hio.no/jspui/bitstream/10642/2318/1/1152690.pdf

McCarthy, J. (2012, January 9). Experts & NewBIEs | Bloggers on Project Based Learning: How does PBL support Differentiated Instruction? Retrieved March 3, 2015, from http://biepbl.blogspot.com/2012/01/how-does-pbl-support-differentiated.html

Miller, A. (2012, February 8). Six Strategies for Differentiated Instruction in Project-Based Learning. Retrieved March 2, 2015, from http://www.edutopia.org/blog/differentiated-instruction-strategies-pbl-andrew-miller