BY GEORGE HADEMENOS
May 8th, 2018
How I implemented project-based learning (PBL)
in my classes STEM (science,
technology, engineering, and math) is more than just an acronym or a collection
of letters. Rather, it is an instructional movement that embodies
cross-curricular concepts from four fundamental disciplines, as well as a
research-based strategy that addresses the future needs of a technology-driven work
force and sustaining a global economy. The importance of STEM is further
validated by its prominence in the Next Generation Science Standards (NGSS).
One
of the most effective instructional approaches toward the implementation of
STEM in grade-level courses is through project-based learning (PBL). In this
approach, instruction occurs through student-centered investigations focused on
a specific topic driven by a set of objectives, culminating in a
broadly-defined product or technique. Projects foster an environment of
discussion, creativity, problem-solving, inquiry, modeling, and testing, and
are applicable to students in all grade levels and subjects, but particularly
within the STEM arena.
Implementing PBL in the classroom
During my 17 years as a classroom teacher, I have consistently
implemented projects to help supplement and reinforce concepts critical toward
a student’s understanding of overriding topics. These projects promote a
student-centered approach and a sense of self-discovery, while also allowing
students to collaborate with group members.
As
you consider implementing project-based learning (PBL) into your classroom, I
offer the following three effective instructional strategies based on my past
experiences.
Strategy #1: Identify an engaging topic that is aligned with
NGSS standards.
Here
are two projects I’ve done in past years. Both projects were closely
aligned to science and engineering NGSS, and greatly engaged students in the
learning process.
- Fly Me to the Moon…Well, at
Least the Upper Stratosphere:
Students worked on an experimental payload that was launched using a
high-altitude weather balloon. The payload was equipped with a Vernier
LabQuest to collect scientific measurements and a GoPro camera to collect
video footage during its trajectory.
- Oh, The Places You’ll Go…to Do
Science with ROAVEE (Remotely Operated Amphibious Vehicle for Environmental
Exploration): I challenged students to
design, model, construct, test, and navigate a robotic vehicle—equipped
with sensors to collect environmental data—on solid terrain as well as on
water.
Strategy #2: Choose a project that can be accomplished within
the presented time frame with reasonable expected outcomes.
An
important aspect of these projects is the inter- and intra-group collaboration
conducted both in class and outside of class. However, because of the demands
of maintaining a science curriculum during class and some groups possibly
waiting for the outcome of other groups before they can continue their work,
student groups can connect via social media for online discussion or hold
meetings after school to discuss progress, conduct trials, perform data
analyses, and propose next steps. This underscores the basis of Strategy #1.
Presenting
a project that is engaging and stirs the interest of the students makes it more
palatable for students to advance their work within a group and pursue the
overall objectives of the classroom project.
Strategy #3: Actively engage with each group, constantly
assessing progress and promptly acting to troubleshoot potential issues and
conflicts.
A
significant advantage of PBL is the ability for students to work in a small-group
setting, charged with either solving a problem or developing a novel solution.
Working with other students to achieve similar goals can be a challenge—whether
it be keeping the students on task without distractions from other students or
social media, issues and conflicts that arise when one student is not invested
in the group’s mission or resolving arguments.
I
recommend asking for periodic progress reports from each group. This minimizes
the possibility of a group not completing the project.
By
implementing these strategies, you can provide your students with exciting,
hands-on, technology-enabled PBL opportunities that will keep them engaged in
STEM education and the learning process.
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