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There were 3 skills that stood out to me that need to be taught if students are new to PBL. The first skill is time management; and I think the younger the students the more critical this is. Having some deadlines, talking about how to use their time each day, showing them how to create a checklist or a way to organize their progress. The second skill that needs to be taught (if students are working with a team) is how do I work as a teammate? How do I communicate with my team, who is doing what work, is the workload balanced? How do I communicate if I disagree with something? The third skill is how do I receive constructive criticism and what do I do with it? But also how do I give it others?

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I can get to a product. But spend very little time in the revision and reflection component. This article tells me this is an essential element that my students are missing and seriously need.

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I think that is is the ideal design and defense for PBL. It reinforces why, how and what PBL is at it's best. While designing a PBL it is a good resource to refer to to make sure that the project will meet the gold standards. It shows the difference between the traditional projects and a strong PBL.

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I really need to let go of strict and structured steps to my lessons. I feel like I am a "teachable moment-go off the beaten path" kind of teacher. However, I think I realized that I need to allow students to create something that they will take ownership in completing. The sustained inquiry piece is going to be my biggest challenge I think. But hopefully, with an engaging and authentic task start- that will make it flow better. This is the part that I am most nervous about and will try to focus on- as this seems like the least "planned out" part of the process.

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Authenticity is the piece that so many teachers struggle with, but luckily I feel that using the target language for Spanish will add that authentic piece. How can we use the target language in a real life setting? The part that I struggle with for foreign language will be the sustained inquiry. I am thinking that I will have to draw on culture to achieve that piece. Still wrapping my brain around that.

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I think that I really need to focus on ways to get kids to dig deeper into their learning. I think letting them choose the projects that are important to them is key. I think sometimes I focus so much on what I think they need to learn, that they miss out on the things that are important to them. Letting the students have more choice makes the learning more important to them, and be more engaged in their learning. I need to remember that I can guide them through what I want them to know, but they would have some choice as to what they want to learn about. Although we have tried this before with Genius hour, I can see where our flaws are and where we can improve this for the students.
Sara Miller

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Authenticity is something that really stuck out to me. Having real-world connections and making learning make sense in real life is so important to helping information stick.
I also would like to do more reflecting at the end of lessons by having my students journal either in a notebook or possibly on Flipgrid where they can quickly share their takeaway on what they learned and why that skill is important. I am learning how important the reflections are in helping students understand what they are learning.

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The thing that stuck out most to me was the sustained inquiry piece.  How do I push kids to go beyond their initial question in order to dig deeper into the subject?  I think the kids are used to more of a 1-dimensional approach to inquiry where they just have to research to find an answer,  so getting them to continue to ask questions and not be satisfied with their initial answer will be challenging.

Sara Markley

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I think the challenge is the authenticity piece.  When creating our units we have to design the tasks as something that is from the real world and then have a real product that not just the classroom and teachers see.  I think this can be challenging for teachers because it takes time for a unit to be created such as this!  We want to incorporate the standards and mid in various ways that the students are learning.  I think it can be done; it just takes time and understanding.

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I think the challenge is the authenticity piece.  When creating our units we have to design the tasks as something that is from the real world and then have a real product that not just the classroom and teachers see.  I think this can be challenging for teachers because it takes time for a unit to be created such as this!  We want to incorporate the standards and mid in various ways that the students are learning.  I think it can be done; it just takes time and understanding.

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Amber Heishman

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I think that I get so bogged down in students learning facts from books that I tend to push aside the skills that kids really need for success.
The Seven Essential Elements sound great and are making more sense to me.
I want to work on building more authenticity into what I teach and what we do in class. There should be more real-world connections to the classroom.
I also know I need to build in more reflection opportunities.
Lindsey Lawrence

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I think the thing that stuck out to me the most was that every project should have critical thinking skills, collaboration and self-management. These are all skills that are important for students to take into the workforce. These are things that need to be taught within the subjects that we teach, because there are no classes dedicated specifically to these skills. I think these will be important things to think about as I plan my lessons.

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I teach AP Art and they begin the year by developing a line of inquiry in which they want to pursue.  I allow students to develop their own line of inquiry to pursue.  I sometimes feel guilty as I see other teachers that give specific assignments in which it takes away their choice/voice.  This validates my thinking as I see authentic engagement when students pursue an avenue that interests them. 

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I teach AP Art and they begin the year by developing a line of inquiry in which they want to pursue.  I allow students to develop their own line of inquiry to pursue.  I sometimes feel guilty as I see other teachers that give specific assignments in which it takes away their choice/voice.  This validates my thinking as I see authentic engagement when students pursue an avenue that interests them. 

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I teacher AP Art and they begin the year by developing a line of inquiry in which they want to pursue.  I allow students to develop their own line of inquiry to pursue.  I sometimes feel guilty as I see other teachers that give specific assignments in which it takes away their choice/voice.  This validates my thinking as I see authentic engagement when students pursue an avenue that interests them. 

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I teacher AP Art and they begin the year by developing a line of inquiry in which they want to pursue.  I allow students to develop their own line of inquiry to pursue.  I sometimes feel guilty as I see other teachers that give specific assignments in which it takes away their choice/voice.  This validates my thinking as I see authentic engagement when students pursue an avenue that interests them. 

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I think the focus on the process rather than the product is the biggest ah-ha for me. I feel like that is something that I have changed over the year in my grading; I have moved to giving progress grades along the way rather than leaving grading go until there is a final project.
My other ah-ha is the idea of student inquiry. I'm trying to wrap my head around how I can lead students to find something meaningful and relevant to my curriculum without providing all of the background, structure, goals, etc.

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Simply double click on the wall and a box like this will appear!