project based learning: what do they really learn? megan wieland university of florida graduate...
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Project Based Learning:Project Based Learning: What do They Really What do They Really Learn?Learn?Megan WielandMegan WielandUniversity of Florida Graduate StudentUniversity of Florida Graduate Student
Practicum at Littlewood ElementaryPracticum at Littlewood Elementary
Background: Project Background: Project ContextContext
Fifth grade, Gifted classroomFifth grade, Gifted classroom Worked with veteran teacherWorked with veteran teacher High level of technology integrationHigh level of technology integration Collaborative unit on plants and insects Collaborative unit on plants and insects
at Littlewood Elementaryat Littlewood Elementary Students work in groupsStudents work in groups Create brochures and documentaryCreate brochures and documentary
Project OverviewProject Overview
BrochuresBrochures Four plantsFour plants Four insectsFour insects
Information:Information: Scientific names/taxonomyScientific names/taxonomy RangeRange HabitatHabitat Physical featuresPhysical features Interesting facts (at least three)Interesting facts (at least three) Environmental messageEnvironmental message
Project OverviewProject Overview
DocumentaryDocumentary Five plantsFive plants Five insectsFive insects
Each group completed one segmentEach group completed one segment Included information in field guideIncluded information in field guide Included additional research/interesting factsIncluded additional research/interesting facts Environmental message-specificEnvironmental message-specific
Background: WonderingBackground: Wondering
Thought about my own school Thought about my own school experienceexperience
Remembered project based learning Remembered project based learning experiencesexperiences
What did I really learn from these What did I really learn from these experiences?experiences?
Developed from concern for student Developed from concern for student learninglearning
Wondering: What is it?Wondering: What is it?
Will this project-based learning Will this project-based learning experience produce a significant impact experience produce a significant impact on students’ learning at various levels of on students’ learning at various levels of Bloom’s taxonomy?Bloom’s taxonomy?
Will group dynamics influence how well Will group dynamics influence how well students are able to learn and transfer students are able to learn and transfer knowledge to different levels of Bloom’s knowledge to different levels of Bloom’s taxonomy?taxonomy?
Data CollectionData Collection
Focused on three groups based on Focused on three groups based on dynamics: dynamics: HighHigh MediumMedium LowLow
Extremely qualitative dataExtremely qualitative data
Forms of Data CollectionForms of Data Collection
Digital photographs throughout unitDigital photographs throughout unit Examples of components throughout unitExamples of components throughout unit Field guide and documentary storyboardsField guide and documentary storyboards Notes in composition books (students)Notes in composition books (students) Final productsFinal products Informal questioningInformal questioning Observation journalsObservation journals
PhotographsPhotographs
Data Analysis: OverviewData Analysis: Overview
Distinct themes developed regarding:Distinct themes developed regarding:
What students learnedWhat students learnedHow students learnedHow students learnedRoles of studentsRoles of studentsTransfer of knowledgeTransfer of knowledge
Findings: OverviewFindings: Overview
Four overarching findingsFour overarching findings One sub-findingOne sub-finding
Three findings pertaining to higher order Three findings pertaining to higher order thinkingthinking
One finding pertaining to group dynamicsOne finding pertaining to group dynamics
Finding 1Finding 1
Sophistication of student knowledge Sophistication of student knowledge increased as students progressed increased as students progressed through stages of project development.through stages of project development.
The use of composition books, clipboards, The use of composition books, clipboards, and field guide and documentary and field guide and documentary storyboards assisted students in storyboards assisted students in researching and synthesizing information.researching and synthesizing information.
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Finding 2Finding 2
Writing the environmental message Writing the environmental message required students to evaluate the required students to evaluate the importance of plants and insects at importance of plants and insects at Littlewood (i.e. balanced ecosystem).Littlewood (i.e. balanced ecosystem).
Finding 3Finding 3
Students felt they learned more through Students felt they learned more through the project than they would have just the project than they would have just studying from a textbook or listening to studying from a textbook or listening to the teacher.the teacher.
Student CommentsStudent Comments
“ “We learned a lot more because we We learned a lot more because we weren’t just told what to do, but we had to weren’t just told what to do, but we had to do it ourselves.”do it ourselves.”
“ “I learned a lot more than I would have I learned a lot more than I would have just reading about things because it was just reading about things because it was right there for me to work with.”right there for me to work with.”
Finding 4Finding 4
Group dynamics played a role in how Group dynamics played a role in how efficiently the project was completed but efficiently the project was completed but not necessarily how much they learned not necessarily how much they learned from project.from project.
Comments/ObservationComments/Observation
High Group (dynamics)High Group (dynamics)
““We all have three things in common: we We all have three things in common: we have a sense of humor, we want an A, have a sense of humor, we want an A, and we want perfection.”and we want perfection.”
Group delegated jobs wellGroup delegated jobs well
Comments/ObservationComments/Observation
Low Group (dynamics)Low Group (dynamics)
““We are almost finished but I think we We are almost finished but I think we would have been way behind if I hadn’t would have been way behind if I hadn’t done the research at home.”done the research at home.”
Despite group frustration still learned and Despite group frustration still learned and enjoyed projectenjoyed project
ConclusionsConclusions
Extremely time consuming and work Extremely time consuming and work intensive for both students and teachersintensive for both students and teachers
Not all students are necessarily learning Not all students are necessarily learning exactly same thingexactly same thing
How do you compensate for that?How do you compensate for that?
ConclusionsConclusions
Requires a great deal of planning and Requires a great deal of planning and flexibilityflexibility
Technology and collaboration made this Technology and collaboration made this particular project possibleparticular project possible
Student motivation and learning Student motivation and learning increasesincreases
ConclusionsConclusions
Most importantly, students took away Most importantly, students took away from this project much more than I or my from this project much more than I or my partner could have ever imagined!partner could have ever imagined!
Questions…Comments…Questions…Comments…
