Finding the Right Balance

 

Connecting PBL with Blended Learning.

 

Watching third graders navigate technology with such ease is impressive. When they turn their assignments in on the google drive, I can’t wait to see.  They enjoy writing their non-fiction texts and the ability to add images, diagrams, charts and graphs rather than write on paper and draw. Technology is a wonderful tool to showcase their learning.

 

As most teachers do, I find myself reflecting on whether I am doing the right things for all students. I ask myself, are they spending too much time on screens? What is it that they really need and how can I find the right balance to facilitate learning? 

 

I’m accustomed to teaching at a PBL campus that is part of the New Tech Network. At first, project planning and making sure that all the standards were covered during implementation was a challenge. Most teachers find it challenging to teach to state standards, design engaging projects, assess students along the way and intervene effectively when students do not master the material. 

 

Differentiating instruction to meet the needs of all students takes time and strategic planning. Whole group instruction can leave top performers bored and unmotivated and it can also leave the struggling learners frustrated. The ones in the middle are not always the majority in the classroom. There has to be a better way to teach is the mantra that creates the foundation for all education reform and next generation models.

 

Project Based Learning

 

Many studies show that great learning happens in groups and that collaboration fuels growth. Project-based learning helps foster creativity, collaboration, and critical thinking. Students tend to gravitate towards this kind of learning. They like it. It’s deep and engaging and connected to their world. The only argument against it may be that it can create content area gaps because all standards cannot be taught within the project. It may be messy for the typical type A teacher. It can be unpredictable because students are given more ownership and voice. It takes getting used to because it is different. Even though it is not new, it isn’t the norm in most schools. One might argue that it is worth the effort and a great way to learn. For all of its pros and cons, it is only one piece of the equation that equals great learning. When combined with blended learning it can create a winning combination. 

 

Blended Learning

 

Blended learning can offer the personalization that technology can help provide with adaptive learning. Online resources help students learn content and provide better feedback. The power of blended learning is its ability to give students a more personalized pacing that is different from other students in their class and is tailored to what they need. It can also help students become more responsible for their own learning with the guidance of a teacher. 

 

Blended learning that focuses on a station rotation model is simple to incorporate into the elementary classroom. Elementary teachers are accustomed to using centers/stations for student learning. Students meet with the teacher for small group instruction  which guides the rotation. Students rotate through meeting with the teacher, working independently, collaborating on group work, and a technology station using adaptive technology. 

 

How Blended Learning can Complement PBL 

 

Blended learning and PBL are two educational approaches worth combining. In my classroom, I use the collaborative piece of the station rotation model for students to work on their projects. If there is something else that I need them to focus on collaboratively, then they may work on their PBL 3 out of the 5 days of the week during station rotations. Students might work on their projects over the course of 3-5 weeks or longer. Since using this model in the classroom, I noticed that some students excel at working independently and are more introverted. Some students prefer to work in groups. This model offers something for every student allowing the teacher to focus on small group individualized and differentiated instruction.

 

The Best of Both Worlds and a Good Educator Facilitator

 

These days I’d like to think of myself as more of a facilitator with the goal of helping students learn. I’m still an educator that follows the state standards and curriculum. However, I use different ways to deliver the content. I rely on teaching small groups, using online methods and adaptive programs to fill in content gaps, and I watch students flourish with project based learning, the important collaborative piece. I also listen to students and let their questions and curiosities drive instruction. There is room at the table for multiple modalities of learning. What is most important is to meet the future by doing something different. It’s what the kids deserve. It might be messy at first and take some reflection to work out the kinks, but it will be worth it.

 

References

 

     Cooper, R., Murphy, E. & Blaker, L. (2021) Hacking project based learning: 10 easy steps to pbl and inquiry in the classroom. Tantor Media, Inc.

 

    Horn, M.B. & Staker, H. (2015) Blended:Using disruptive innovation to improve schools. San Francisco, CA: Jossey-Bass

 

  Tucker, C., Wycoff, T., & Green, J. (2017) Blended Learning in Action: A Practical Guide Toward Sustainable Change. Thousand Oaks:Corwin