Project-Based learning applies a subject, music in this case, to real world problems. This is a common theme for project based learning and these articles. This is a reason why PBL is so popular in today’s education world. Applying subjects to real world scenarios allows instruction and classes to be more student-based rather than lecture/note taking-based. This helps students stay engaged, and learn about themselves, as well as from their teachers and peers!
What is project-based learning (PBL)? At its core, project-based learning is built on the idea that real-life problems capture student interest and provoke critical thinking and develop skills as they engage in and complete complex tasks that typically result in a realistic product, event, or presentation to an audience. (Tobias, Campbell, and Greco 2015) It is a way for students to apply subject matter to real life situations in a student-centered manner! What are the key characteristics of elements of PBL? The tables in the reading entitled “Bringing Curriculum to Life” includes four main topics that I feel summarize the elements of PBL very well. The four topics are
What are the affordances and constraints of PBL? There are many affordances to PBL. The fact that it is so student centered and engaging, means that the students should be learning more about themselves as well as the subject matter. They are learning in a different way than they are used to, and sometimes they are learning in ways that they can’t even see! From personal experiences, I can provide a constraint to PBL. At my high school at home, they have recently switched their curriculum to almost entirely project based learning. From a future educator’s standpoint (myself), I see it as an awesome transformation that I am enjoying hearing about through my alma mater. However, my 16 year old brother, who is a sophomore at that high school, utterly despises project based learning, and “having” to do it in school. I recently had a conversation with him, and it very much threw me for a loop in how I see these types of educational strategies. He has told me that the teachers, especially those who have been teaching for a while, do not enjoy the transition. I feel like because these teachers don’t like teaching PBL, therefore don’t put as much effort into it, and as a result, the students don’t enjoy it either. I feel that a major constraint to PBL, especially right now, is the transition from “traditional” teaching that is unfortunately turning many teachers and students away from PBL at my old high school. The music program, however, is thriving under the direction of a JMU alum. I was shocked to hear about the rest of the school though! What are important aspects for a PBL designer to consider (topics, contexts, questions, scope, standards, assessment, etc.)? Assessment is a very important aspect in all means of learning, for public schooling, specifically. An idea that is suggested in the Tobias, Campbell, and Greco reading, these assessments should be summative, and be sure to track progress and growth, rather than the finished product in relation to a set standard. The article also suggests that student and teachers can co-create rubrics to assess the product of a project. This can be by presentation, performance, and more. (Tobias, Campbell, and Greco 2015) Another aspect of PBL that we must focus on is the scope. Asking ourselves how ready our students are for these projects, and how ready am I, as an educator, ready to facilitate them? (Tobias, Campbell, and Greco 2015) This type of deep consideration could be helpful in a situation like the one at my old high school. Some thorough thought and discussion about what PBL means may open some minds at the school! Envision a PBL-based project for the course you will be proposing at the end of the semester. Create a vignette or short story snapshot that depicts the goals, activities, interests, and pedagogy. The entirety of my course proposal is based off of project based learning. One PBL-based project for this course could be the writing of the lyrics and music to the opening song of the musical we create. The topic is up to the students, but it will be based off of something that personally affects most of them and/or the community. Students will discuss the overall form of the piece, with the teacher facilitating. Then, they will split off into “singers” and “instrumentalists” (depending on their planned role in the musical), and the singers will write the words, (no melodic line), while the instrumentalists come up with chord progressions (no melodic line). The melodic line will be done all together at the end of the project. The final assessment will be a student and teacher created rubric to assess the sound and how the piece evokes emotion at the end! APA Citations Edutopia (2014, June 2014) Tobias, E. S., Campbell, M. R., & Greco, P. (2015). Bringing curriculum to life: Enacting project-based learning in music programs. Music Educators Journal, 102(2), 39-47 |
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