Project-Based Learning

Visualize, Visualize, Visualize: Designing Projects for Higher-Order Thinking
By Pearl Chen and Dianne McGrath


McGrath, D., & Chen, P. (2004). Visualize, Visualize, Visualize [Electronic version]. Learning and Leading with Technology, 32(4), 54-57. from www.iste.org


1) By combining some of my experiences in the classroom with the information that the authors of the article have expressed I believe that some ideas for promoting PBL within curriculum would heavily emphasize previewing, viewing, and reviewing hands-on assignments in order to reinforce higher-order thinking and comprehension. Before beginning the lesson it would be effective for teachers to first create a visual model of how the assignment should be completed, whether by demonstration or on an overhead projector, etc., while scaffolding and guiding students toward those correct answers yet still allowing for students to do their own inquiry. At the same time the instructor may ask that the students note their previous knowledge of the subject or concept and then compare that to their findings in order to understand where they lacked a correct understanding. This idea of previewing gives extra attention to those students who have difficulty visualizing a certain process as well as allows them to reflect on the their prior and existing knowledge in order to fill in gaps in their comprehension. Students can also interpret the information they learned by using graphing software so as to organize and possibly present data. At this point students should be working collaboratively and possibly taking on certain group roles or responsibilities for the material so as to promote discussion of ideas as a way of addressing foreign knowledge difficulties that may exist. When the assignment is finished students should spend time reflecting on what they have learned as well as should receive further scaffolding from the instructor in that reflection.

2) Essentially Project-Based Learning focuses on allowing students to learn through active engagement in hands-on projects that provide opportunities for learners to work collaboratively as they use inquiry and reflection to solve problems and improve their schematic reasoning. In a classroom PBL may translate into placing less emphasis on individual, textbook-based learning and instead focus more on allowing students to work together in groups in order to learn through action and reenactment. An example of PBL would be assigning students who are studying geometry a project focused on architecture in which they must build a model structure out of popsicle-sticks while at the same time keeping track of measurements and equations used to create this stable model that can support a certain amount of weight. They could also incorporate the use of technology by recording data and researching information on the art of architecture (the instructor may ask that the model be a representation of a certain style of architecture about which the students can present). This project would require students to work collaboratively and reflectively in order to complete the assignment while applying geometrical concepts to real-world situations, thus making it relative to their own lives.

3) Higher-Order Thinking requires students to hypothesize, synthesize, create rules, and utilize previous knowledge in order to make connections between concepts or processes in an attempt to solve problems and construct a personal understanding of the material as opposed to simply reciting information or completing a worksheet assignment. An example of higher-order thinking would be instead of reading about classifications of sea creatures, students could learn about classification systems by forming groups and grouping toy models of sea creatures by whichever characteristic they so choose and then allowing other groups to determine which characteristic was considered when making the classification (i.e. size, color, what they eat, etc.) This activity allows students to take an active part in learning about classification systems by applying it to a hands-on activity and working collaboratively.

4) Why Do Project-Based Learning?(2001) Retrieved September 6, 2006, from http://pblmm.k12.ca.us/PBLGuide/WhyPBL.html.

The article titled “Why Do Project-Based Learning” discussed the benefits of placing the focus more on students than on teachers in regards to learning. By allowing students to be involved in their own learning they are able to better recognize their own learning style and use it to more effectively arrive at solutions. The article also gives a quick run-down of The Challenge 2000 Multimedia Project and the features of it that are promoted in PBL such as: collaboration, student direction, use of multimedia, and real world connection.

Why Is PBL Important?(2005) Retrieved September 6, 2006, from
http://www.edutopia.org/modules/PBL/whypbl.php

The article Why Is PBL Important? discusses the reasons as to why project-based learning more adequately prepares individuals for the real world by promoting teamwork, the use of technology, and the desire to solve complex problems. The article also makes a case for easier evaluation of student progress with documentation of independent work as well as by group observation which allows to the teacher to better understand the child as a person and thus can predict learning strategies. On a final note, the article claims that because students are taught to think independently and to use inquiry that they will ultimately become lifelong learners with a desire to continue learning outside of the classroom.