session+5

media type="custom" key="9967393"
 * 5. 1 Introduction to Project Based Learning**

What opportunities for project based learning currently exist within your department?

In the English department, we offer two electives, the school newspaper and the play production class that are both PBL classes.

In English 9-12, we have a skills based curriculum with only four core texts per grade so we have the time and the flexibility to incorporate PBL into our classes but it is done on an individual basis. Like many English teachers, every year I have students produce a Shakespeare scene. They work in groups to paraphrase the scene, cut the scene, assign parts, create costumes, design a simple set, etc All of the work culminates in a performance on stage in the MHS auditorium. I invite administrators and other teachers. Students can invite their friends. What opportunities does project based learning provide for our students?

I think project based learning is more authentic, more engaging, more challenging than traditional classroom learning. It gives students the opportunity to learn to work together (not always easy), to apply their reading, writing, and thinking skills, and to show their learning to a wider audience.

What potential weaknesses exist in this approach to education?

Based on my experience, PBL is incredibly powerful way to learn. I don't necessarily see any //weaknesses// in this approach to education, but I do see a lot of practical, logistical challenges. Like IBL, teachers must plan strategically and be clear with students about the expectations and the outcomes. Teachers must figure out a way to help students collaborate and make sure all students are accountable. One of the greatest challenges I have had to deal with in project based learning at MHS is attendance. These projects work really well in honors classes, but in certain CP classes groups have trouble building the momentum this kind of project needs to be successful because of inconsistent attendance by some or all of the members of the group. Teachers must make sure they are meeting all of the state and national standards. Also, as a teacher, even though it is rewarding to see students engaged in more authentic, real-world learning, I have found that it is really stressful to take learning "outside" of the classroom.


 * 5.4 Use of Glogging**

media type="custom" key="9975551"

I definitely think glogster will be a useful tool in my classroom in the upcoming year.

I love having students do these kinds of creative projects. I often find that students who might not do well on a test or a formal academic writing assignment, can really show their thinking and their understanding through this kind of assessment. I sometimes think these kinds of assignments are not as challenging as other more traditional assessments so I am really glad that I had a chance to create my own glog. I decided to do my glog on a young adult novel that I read recently called __Hate List__ (mainly because I could definitely see myself asking students to do a glog on an independent reading book) and I found it quite challenging. Using the program glogster was easy; figuring out how to present the book using words, images, videos, links to other websites, etc was the hard part. I found myself going back to book, re-reading, trying to figure out what I should include to give the viewer a good idea of what the book was about. I was totally engrossed with the assignment and found it surprisingly rigorous. I would love to incorporate a meta-cognitive element to the glog (have kids explain their choices) but I'm not sure the best way to do this. Any suggestions?

I also enjoyed looking at other people's glogs in their virtual notebooks. I am excited about students having the opportunity to share their work with each other.