(cross-posted at All Things Common Core, Fri, 08/09/2013)
Over the past two years, I’ve heard these new CommonCore standards called a lot of names by a lot of different people. In fact, some states are even changing the name of the CommonCore standards while not actually changing the standards themselves.
“What’s in a name? That which we call a rose by any other name would smell as sweet.”
But the reality is, at it’s core — common or not — we’re being asked to shift our instructional practices from students memorizing/regurgitating more toward students practicing learner skills as they interact with the academic content. And we’re being held accountable for those skills as well.
Yes, in addition to learning traditional academics, we’re going to be asking our students to THINK. To DISCERN. To CRITIQUE. To be active participants in their learning. To dig deeper into content. To see connections between subjects. To be able to actively demonstrate their learning beyond pencil/paper assessments.
In short, students are now being asked to be learning by doing…not learning by being told what to memorize.
And make no bones about it, this is scary for many educators. It’s scary because we’re used to being The Ones Who Know Everything in our classrooms. And what if — gasp — what if, in their exploration students find information we weren’t prepared to teach them? What if they find facts that weren’t in the text book? Or that are usually addressed in other classrooms by other teachers? What if we have to learn our content in a different way than we were prepared? Will the kids still be learning all that we’ve expected in the past?
I call this a good thing.
Sure, it is scary. It’s especially scary if we aren’t sure how to address these issues. It’s even scarier if we don’t think our kids, with support, are able to rediscover being self-directed learners.
I don’t know about you, but I hear and see “Project Based Learning” all over this. High student engagement? Integrated content? Technology integration for individualized learning? Students learning to collaborate? To be authentically challenged by applying real world solutions to real world situations?
This isn’t your mother’s classroom projects of popsicle sticks and paste! PBL works beyond handing students a simple checklist and expecting them to magically become “self-directed.” No, true PBL is about students who are learning as they solve problems. As they answer big idea questions.
If you’re not seriously looking at Project Based Learning as a way to manage this shift in learning environments, you might be trying to put a bandaid on an open heart wound.
Some great resources for getting you started down the PBL path:
LifePracticePBL.org — a great starter kit of already-created ideas and driving questions for those who are new to PBL, but is also extremely useful (and flexible) for those who are PBL experienced. K12, all content areas, extremely user-friendly
www.BIE.org — a deep resource of information with many freebie checklists and articles for inspiration.
Edutopia has a wonderful set of educators on their PBL staff, including Suzie Boss and Andrew Miller. Check out their posts and supports.
New Tech Network is a non-profit organization that transforms schools into innovative PBL learning environments.
Very smart people to follow on Twitter, to help you get the feel for what PBL is, what it’s not, and great resources to help move you along that path.
- 3 Ingredients for Assessing Learning in the PBL Classroom (gingerlewman.wordpress.com)
- Pandemic! Kids Save the World with LifePractice PBL (gingerlewman.wordpress.com)
- Easily Break Down the Steps to Project Based Learning (olecommunity.com)