EEND 678 Module 2 Discussion
Hello Class,
Our discussion this week surrounds the ideas of project based learning as well as aligning our curriculum to essential understandings. When I first read the prompt I thought I would look over the resources for the week first, but then found myself searching through my google calendar to figure out whether I focused more on PBL activities, or more just assigning activities. There really is a big difference between the two, and how they approach student mastery of the material. I also think a healthy blend of the two approaches can be beneficial as well.
PBL activities have been around awhile now, and even predate the acronym that is tossed around in "eduspeak" today. PBL's differ from just assigning projects in that the students are coming up with the methods they reach mastery, ultimately promoting critical thinking skills and problem solving abilities. I think they have a real positive impact, especially in science classes, making the material more authentic for the students. This discussion comes at an interesting time in my professional career as I am currently experimenting a new approach in biology called STORYLINING. The storylining method has been adopted by the ISTA, as a new way, and possibly best way, to deliver the biology curriculum focusing on the Next Gen Science Standards. Not only is Storylining full of PBL type learning, but it focuses on a different delivery of a year long biology curriculum. Traditionally, in science classes, you learn about one topic like genetics and then move on to the next topic, lets say ecology. With storylining each unit focuses on Ecology, Genetics, Anatomy, Cell Biology, Evolution, etc. etc. all within the same unit! This is a real switch in gears, but mimics real world science and in theory helps students see the connections within the previously seperated units. It's definitly more authentic to the kids and leans heavily on problem based learning.
I am currently, Quasi-Storylining in that I still am using typical units, but mixing in storylining PBL like activities here and there. We have some teachers that have gone full blown storylining, which I applaud as it was way to scary of a full switch for me. I do hope to get there someday soon though! When designing a new PBL activity, leaning on peers can be extremely beneficial. It's important to keep in mind that you want the students to draw conclusions on their own based on their experiences. In a way, you are tricking them, or hand holding, the students to thinking they are coming up with the next steps in the activity. You need to plan out the next steps, but you want the students to think they are driving the car, even though you have full control from the back seat. This is difficult to do, and coming up with these activities in PLC's or with your peers brings different perspectives and can only strengthen the student experience. Lastly, I think the most important part of a successful PBL is making it authentic to your audience, the students. If they are excited about the material because they see the real world significance, they are much more likely to master the material.
Whether I am storyling or using traditional methods, the key to our curriculum is following essential questions mapped out by NGSS. I am very fortunate that for the past 10 years I have been on the district curriculum team for biology. When NGSS came out, and we were told that Illinois schools have adopted those standards, we completely rewrote our curriculum to follow 3 dimensional learning. Using these essential understanding as a framework really makes sure that all students, regardless of teacher or school receive the same "essential" information deemed critical for the course.
Thank you,
Jim Nielsen
Our discussion this week surrounds the ideas of project based learning as well as aligning our curriculum to essential understandings. When I first read the prompt I thought I would look over the resources for the week first, but then found myself searching through my google calendar to figure out whether I focused more on PBL activities, or more just assigning activities. There really is a big difference between the two, and how they approach student mastery of the material. I also think a healthy blend of the two approaches can be beneficial as well.
PBL activities have been around awhile now, and even predate the acronym that is tossed around in "eduspeak" today. PBL's differ from just assigning projects in that the students are coming up with the methods they reach mastery, ultimately promoting critical thinking skills and problem solving abilities. I think they have a real positive impact, especially in science classes, making the material more authentic for the students. This discussion comes at an interesting time in my professional career as I am currently experimenting a new approach in biology called STORYLINING. The storylining method has been adopted by the ISTA, as a new way, and possibly best way, to deliver the biology curriculum focusing on the Next Gen Science Standards. Not only is Storylining full of PBL type learning, but it focuses on a different delivery of a year long biology curriculum. Traditionally, in science classes, you learn about one topic like genetics and then move on to the next topic, lets say ecology. With storylining each unit focuses on Ecology, Genetics, Anatomy, Cell Biology, Evolution, etc. etc. all within the same unit! This is a real switch in gears, but mimics real world science and in theory helps students see the connections within the previously seperated units. It's definitly more authentic to the kids and leans heavily on problem based learning.
I am currently, Quasi-Storylining in that I still am using typical units, but mixing in storylining PBL like activities here and there. We have some teachers that have gone full blown storylining, which I applaud as it was way to scary of a full switch for me. I do hope to get there someday soon though! When designing a new PBL activity, leaning on peers can be extremely beneficial. It's important to keep in mind that you want the students to draw conclusions on their own based on their experiences. In a way, you are tricking them, or hand holding, the students to thinking they are coming up with the next steps in the activity. You need to plan out the next steps, but you want the students to think they are driving the car, even though you have full control from the back seat. This is difficult to do, and coming up with these activities in PLC's or with your peers brings different perspectives and can only strengthen the student experience. Lastly, I think the most important part of a successful PBL is making it authentic to your audience, the students. If they are excited about the material because they see the real world significance, they are much more likely to master the material.
Whether I am storyling or using traditional methods, the key to our curriculum is following essential questions mapped out by NGSS. I am very fortunate that for the past 10 years I have been on the district curriculum team for biology. When NGSS came out, and we were told that Illinois schools have adopted those standards, we completely rewrote our curriculum to follow 3 dimensional learning. Using these essential understanding as a framework really makes sure that all students, regardless of teacher or school receive the same "essential" information deemed critical for the course.
Thank you,
Jim Nielsen
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