Choosing Real World Problems for Project Based Learning
This episode focuses on how administrators can guide their staff in choosing real-world problems for Project Based Learning (PBL) units. Host Ryan Steuer emphasizes the importance of selecting authentic problems to foster student engagement and empower them through problem-solving.
Key Takeaways:
Real-world problems are crucial for student engagement and the development of essential skills. Administrators play a key role in guiding teachers to connect standards with authentic problem-solving. Collaboration with community partners can provide valuable insights and project ideas.
Main Topics Covered:
- The Power of Real-World Problems: Ryan begins by highlighting the difference between tackling a real-world problem versus a hypothetical scenario. Real-world problems offer authentic learning experiences that engage students and equip them with employability skills.
- Three Big Ideas for Administrators:
- Connecting Projects to Relevant Challenges: Ryan emphasizes that relevance is key to student engagement and that connecting projects to local or global challenges makes a significant difference in the classroom. He encourages administrators to support teachers by: Shifting professional development to focus on connecting core standards to authentic problems. Providing resources and time for teachers to collaborate and build their capacity to see their curriculum in the context of the real world. Encouraging teachers to address the question of real-world application head-on, drawing on their content knowledge to highlight the relevance of their subjects.
- Collaborating with Community Partners: Recognizing that some teachers may need help with the shift to real-world problem-solving, Steuer recommends bringing community partners into the fold. He suggests: Identifying "warm and friendly" community partners who are willing to collaborate, such as nonprofit leaders, museum and zoo outreach personnel, or personal connections. Facilitating meetings between teachers and community partners during PLCs where standards are displayed and connections can be made. Organizing site visits to local industries or businesses to expose teachers to real-world applications of their subject matter.
- Creating Driving Questions: Ryan advocates for administrators to model the PBL process by using driving questions in faculty meetings. This allows teachers to: Experience firsthand how driving questions work and how they can lead to solving real problems within the school. Understand the characteristics of effective driving questions, such as not being easily googleable or having simple yes/no answers.
- Addressing Teacher Needs: Ryan acknowledges that some teachers may require more support than others in transitioning to PBL. He suggests that administrators: Provide resources, professional development, and time for teachers to develop their understanding and skills. Use power standards work to help teachers focus on the most important standards and connect them to real-world applications. Gradually introduce teachers to real-world problem-solving, allowing them to build confidence and experience over time.
- The Importance of Sharing: Ryan concludes by encouraging administrators to share resources and learn from each other. He suggests sharing the podcast and its resources to foster a culture of generosity and reciprocal support.
Call to Action: Reflect on your current approach to problem selection in PBL units. Are the problems authentic and relevant to students' lives? Begin exploring potential community partnerships that could enrich your PBL program. Start incorporating driving questions into faculty meetings to model the PBL process for your staff.
Resources:
PBL vs Project Resource
PBL vs Project Video
Magnify Learning - www.magnifypbl.com
