Lessons from Research on Problem- and Project-Based Learning -- Integrating the Four Principles

Part Two of Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning is titles Integrating the Four Principles: SMART Blueprint. As I discussed in my last blog, the four principles teachers should consider when implementing a project-based lesson are  (a) defining learning-appropriate goals that lead to deep understanding; (b) providing scaffolds such as "embedded teaching," "teaching tools," sets of "contrasting cases," and beginning with problem-based learning activities before initiating projects; (c)ensuring multiple opportunities for formative self-assessment and revision; and (d) developing social structures that promote participation and sense of agency (Barron).

What I know about integrating the four principles:
     I think the "learned" portion of my last blog explains perfectly what I "know" about how to integrate the four principles into my lessons. Define learning-appropriate goals - teachers and students get so caught up in making the projects pretty and "the best" that the reason and importance of the project gets lost. Scaffolding is a great tool to use to make sure students understand the content. Use "embedded lessons" to build up to the project-based lesson. Make checkpoints in the projects for students (and yourself as a teacher) to look back at their progress and self assess. Give students a sense of agency - an opportunity to let group mates depend on one another. Having students be responsible for certain parts of the project is important and having them present to classmates or other people gives them a sense of accomplishment and will bring out their best work every time!


What I want to know about integrating the four principles:
     I think with the experience I have with inquiry lessons I basically know how to integrate these four principles into lessons. I think keeping students on task and having them attain a goal will be the hardest, especially for those "type A" students (yea, that was me in school). Scaffolding is always important, you don't want to throw a brand new topic at students and say "here is a project about something you know nothing about... good luck!" I think the biggest difficulty for me is going to be changing students roles in groups, so that everyone has a sense of importance, but that the role is different every (almost every) project. I will definitely have to let control go away for a minute and give someone who may be shy the chance to step up and be a leader every now and then!
     Also, I think the big thing I would like to know is what is the SMART Blueprint ... the title of this part of the article ... duh! I am interested in finding out :)

What I learned!
     The overall concept that I learned in this part of the article is that teachers are here to navigate students through a lesson. The bulk of teachers work is while lesson plannig and evaluating.  The student should work through topics and subjects hemselves or within groups and the teacher should be there to help out when needed.
     Different ways to implement learning appropriate goals that support standards based content are to include opportunities to engage in sustained problem solving, planning, problem formulation and the application of the math concepts to real world contexts. Different scaffolds and social organizations that support teacher and student learning are: just-in-time scaffolds for blueprint,  embedded teaching, and he jasper challenge problems.