Studio PBL Reunion 2 Postponed!

Adobe Spark

Unfortunately, due to my own unforeseen circumstances, I had to cancel my event with my former students, so there will be no uploaded video today. However, we are working on rescheduling now with the hope that before the end of 2017 we’ll have a conversation to share with you all. Stay tuned!

Advertisements

Studio Reunion 2: #PBL Chat w/ Former Students

Adobe Spark (13)

I’m excited to announce that early next week I’ll be posting another conversation with another group of former students who were part of my Studio program–a fully immersive project-based learning (PBL) classroom. You can see last year’s conversation with a few students here.

The students I’ll be meeting with are mostly students who entered the program after our inaugural year (and after we had learned a lot!). They are all in the midst of their college careers and will be able to speak to how a PBL environment in high school shaped (or didn’t shape) their post-secondary experiences. Look for the post to be up Monday afternoon.

Student Voices: On Learning the Art of Teaching

apples

Today’s post is a quick reflection of a student’s time in my Teaching as a Profession class this year. The student is a sophomore and is considering becoming a school counselor one day. I appreciate her taking the time to share a few quick thoughts on what she is taking away from her time in the class. COMING SOON: An update on Mrs. C’s oceanography project! Continue reading

A Former Student’s Video Easily Conceptualizes Project-Based Learning for All

 

The video above is the product of a former student of mine–Tiffany–who is closing out her third year at Georgia Tech. In one of her design classes, she was given the choice to develop media of her choosing on a topic of her choosing. She choose to highlight project-based learning (PBL) and use the opportunity to explain succinctly what PBL is and its potential value. She agreed to let me post the After Effects animation here to share. While a short video certainly cannot explain the complexity of PBL, it will serve as a quick primer for students, parents, and teachers alike unfamiliar with the instructional strategy.

When Tiffany shared her first draft of the video with me several months ago, she wrote in an email–

It’s… 1:10am…My final project is finally due today, and while I am still planning on fixing a few minor things, I have finally finished the PBL PSA.
Looking back, it isn’t exactly what I was imagining and honestly is quite imperfect, but after spending over 60 hours laboring over it, I think I am as happy as I can be.
She was clearly exhausted and ready to put this project behind her. Tiffany is also a self-described perfectionist, which I can confirm from her time in my Studio classroom. That said, her pursuit of perfection in many cases is a labor of love, especially when tackling an authentic project. How do I know? Tiffany finished that same email, writing–
Overall, as I was making this video, I could not help but smile at all the amazing memories I had as a high schooler. Both you and Coach Carroll truly made my high school experience so one-of-a-kind and so worthwhile, I just cannot thank you both enough. And I know I have really delayed sending you my “blog post” that may or may not ever get to you (Hopefully it does! Summing up a life-changing portion of your life in a page or 2 is SO challenging), I hope you both know that while this video does not say it, I truly appreciate you both changing my life and showing me how far passion can take you. PBL taught me to truly put my all in everything I do, to play far outside the box, and to follow my passions no matter what (as cheesy as it is).
So Thank You. Thank You. Thank You. (Bold emphasis from the original email)
Tiffany, you may have never written that blog post, but this video and your email says it all. So, thank you. Thank you. Thank you.

Student Voices: A Senior’s Perspective on a Unfamiliar Text, Using the Reading Process Paper

pbl

In today’s post I bring you another student’s, Ali (name is changed to protect identity), reading process paper. What is unique about Ali’s paper is he is a senior at my school who has never done this sort of writing exercise. What I particularly enjoyed about reading Ali’s final draft was the honesty he appeared to put forth as he processed what he was reading and reflecting on the process over all. Ali would be considered ‘high-flyer,’ so I know it might be easy for teachers to dismiss this post as simply showing off a great student’s work. But I would argue, while Ali had the tools to do this work already, we should not discount the metacognitive work he was asked to do. This is the sort of mental work Ali has not had to do much. He’s good at school. Some information comes easily to him; he meets deadlines, and he is willing to study for subjects he finds troublesome. Still, the reflective process the reading process paper demands was foreign to Ali, which he comments on briefly in his composition. Before you proceed ahead, if you need a reminder of what the process paper is all about and my commentary on Sheridan Blau’s work, go here and here. Continue reading