Understanding+PBL

=**Need**=

This teacher training initiative has been built on the perceived needs of Carrollton Junior High School. This school has a need of increasing math and science achievement that is substantiated through the data received from state standardized testing. This is similar to what we are seeing across the nation. “American 15-year-olds lag behind their peers in 31 countries in math proficiency, and in science, the nation's eighth-graders' test scores trail those of eight countries, a 2009 U.S. Department of Education report concluded” (US Fed News, 2010, p.1). Further indicators show that the United States’ standing is becoming even lower.

As our society becomes more and more dependent upon technology, we have an ever-growing need for deep thinking and problem solving skill sets among our work force (US Fed News, 2009). The achievement scores in math and science at Carrollton Junior High School are similar to our national deficiency. Developing curriculum founded on project based learning (PBL) will help develop deeper thinking skills and problem solving skills while raising the students’ achievement in math, science, and other curricular content areas (Thomas, 2000). This workshop supports PBL integrated into grade level and across the curriculum by allowing for collaborative planning which is shown to be imperative to successful integration (Munro, 2010).

One of the first things to understand about PBL is that it is not a supplemental activity. It is not an enhancement to the curriculum, but it is the foundation of the curriculum (Thomas, 2000). PBL is student centered learning in which “students develop a question and are guided through research under the teacher’s supervision” (Bell, 2010, p. 2). The projects do not have a predesigned path that is followed. Each student or group may arrive at completely different destinations. A rubric is provided so that students can meet educational goals. Along the way they will have acquired deep learning on the content that remains meaningful to them. Frequently, collaborative group work and technology is used. The students gain valuable 21st century skills for communication and technology during the process (Bell, 2010). The “investigation is a goal-directed process that involves inquiry, knowledge building, and resolution. Investigations may be design, decision-making, problem-finding, or problem-solving” (Thomas, 2000, p. 1). The learning resulting from the process is new knowledge and new skills that tie into prior knowledge and life experience (Anderson, 2010). This gain in real-world knowledge will be applicable beyond the classroom; it is authentic learning (Thomas, 2000). Through PBL students do not find clear-cut cookie cutter answers; they must explore many variables and alternatives. This leads to deeper learning (Plucker & Nowak, 1999).

Technology provides a vehicle through which students are able to research, create, and express the learning they have acquired (Bell, 2010). Technology should not be used just for the sake of using technology. The experience and skills gained from technology are imperative to developing learning pathways for 21st century learners. Technology is also heavily integrated into students’ lives outside of the classroom, using it in the classroom allows students to learn in a context in which they are already comfortable (Anderson, 2010). This will lead to increased engagement. Research reports increased achievement in classrooms and schools that utilize PBL methods. Longevity of retention, increased motivation, increased engagement, and increased analytical thinking are noted as outcomes also (Bell, 2010).

One study that took place in Dubuque, Iowa schools found that standardized test scores increased dramatically in one year. Gains continued for the following three years and were not evident in other district schools that did not integrate PBL methods (Thomas, 2000). Gains in a Maine middle school were “three to ten times higher than the state average” (Thomas, 2000, p. 3) on state standardized testing when PBL methods were integrated in the school. Still another study in Boston found that reading scores for eighth graders rose to the second highest in the district after a year of implementing PBL curriculum (Thomas, 2000). It is clear that when PBL is integrated achievement increases.

Carrollton Junior High School would like to increase student achievement in math and science. Research shows that learning is increased based on standardized test scores and surveys of students and teachers. Middle school students conveyed that they were more confident in their learning and understanding of content after they had a PBL science unit that used technology (Drake & Long, 2009). Middle school students also commented that the social interaction in collaborative projects supported their learning in their science classroom (Song, Grabowski, Koszalka, & Harkness, 2006). The classroom environment was found to be important to middle school students working on PBL activities. They must feel free to work and share (Song, et al., 2006). Teachers say that students are more engaged, learn more content, and use deeper thinking skills (Gultekin, 2005). One study found that as a teacher models thinking out loud, such as speaking their train of thought, is important to getting students started with a PBL activity in science (Pederson & Liu, 2003).

Amir Abo-Shaeer is a high school physics teacher in Goleta, California. He won a $500,000 grant from the MacArthur Foundation for his science PBL classes and is the first public school science teacher to receive the grant. He explains the need for PBL in science classes; “there is so much focus on information and not enough on experience. You can’t build a robot by reading about it online” (Robelen, 2010, pp. 7). Students need authentic experiences for deeper learning which can be provided by using PBL methods.

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