Project Based Learning: Day 6

Collaboration 2

Instead of starting class with a Check-In meeting, I decided to start class with a collaborative activity. I had all the students silently redesign the room to accommodate a class meeting. They were not allowed to talk to each other, but they could write notes to each other and use hand signals. The caveat was that they could not make a sound or else they lost the challenge. I did this to drive home the importance of communication and collaboration. They completed the challenge and did so successfully. After starting the meeting we reflected on the activity and they all really enjoyed it, especially what they learned from it.

The night before, I asked students to respond to the following two questions:

  • Imagine a unique and creative way that you could document all that you’ve experienced and learned throughout the Project Based Learning process. Describe, draw, and/or design your idea in order to present it to the class on Tuesday. Use any medium that you wish, as long as your idea is unique and creative.
  • Research different PBL activities online and find (5) unique project ideas that you would have a lot of fun doing. Your (5) project must be described in your own words (i.e. copying from the internet will not be acceptable). If you found the project idea online, provide the url somewhere in your description. To receive full credit, your (5) project ideas must be different from everyone else’s. How you all decide to compare project ideas, I’ll leave that up to. If you decide to create a document of some sort on Google, I’d ask that you share that with me.

I had all the students take a seat and share one of their project ideas. I premised this by telling them not to present their idea, but to sell us on their idea. In other words, I wanted them to consider us to be their potential investors and they had to convince us to invest in their idea. Even though they listed five project ideas for their homework assignment, I had them share one of those ideas so that I could model how the students to question or comment on each other’s ideas. As we went around the room, I engaged each student with questions to further explore their ideas.

After going around the room once, the students gained a better idea not only of how to sell their ideas, but also how to respond to the other student’s presentations. I gave them a few minutes to review their four other project ideas before having them share these ideas with the class. The students who seemed to struggle most with this part of the activity were encouraged by their peers to share whatever came to mind. Taking whatever the student said, the class brainstormed the idea to give the student something to explore.

Genius HourAt this point, the students were curious why we spent so much time recording and sharing five unique project ideas. This is when I introduced them to the Genius Hour (related to the 80/20 principle). Essentially, Genius Hour is a time set aside in the schedule for the students to actively pursue their own interests and explore their passions. While most of my students were absolutely excited about the idea, I noticed that a few students seemed a little stressed out about it. They felt that it lacked the structure of a regular classroom. They were also concerned that whatever they chose to pursue would not meet my expectations. I realize that much of this stems from their response to years of learning within structured environments. So, I structured it a little more for these students to help scaffold their transition to this other type of learning.

We had about 10 minutes left. For last night’s homework, I asked the students to brainstorm different ways they could document their Project Based Learning experience. I felt that they could probably share out some of their ideas and they could vote on the best way.

Some of the ideas they suggested were:

  • Picture poster/wall
  • Scrapbook (tangible or virtual)
  • PowerPoint presentation
  • Class PBL website
  • Class PBL blog
  • Notebook (similar to a Lab Notebook)

After discussing the merits of each idea, the class made two decisions. First, a small group of interested students would develop a class PBL website, documenting each group’s progress. This small group would attend weekly website develop workshops that I would host during their lunch period. Second, each student would be given the freedom to choose how they document their Project Based Learning experience. The only restriction is that they must consistently update it and somehow show me their updates.

So far, everything has been working out great with these past few days dedicated to introducing the students to Project Based Learning. I’ll be researching Genius Hour and developing a guide for that as I go. Stay tuned for updates on that! Also, if you have any ideas or suggestions for rolling out a successful Genius Hour session, please share!

Here are some of the websites that I’ve been using to research about Genius Hour.

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