678 Artifact Reflection #1

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In Module 3 we were asked to do some brainstorming to generate ideas for possible Project/Problem-Based Learning (PBL) units. Problem-solving and critical thinking experiences are the types of learning I hope to offer my science students every day and these types of activities align with the expectations of the Next Generation Science Standards. It's not my present reality, but with time, effort and collaboration on my part, several well-designed PBL units could be implemented in my classes. This instructional shift would ensure relevancy and keep the students coming back for more.

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Keeping the end in mind is a good mantra to recite for anyone in education, but especially with PBL, a teacher needs to stay the course and keep the kids focused on the outcomes. Sustained inquiry can be a challenge for teachers to maintain with their students, no matter what level of experience they might have. Teachers definitely need to be flexible and adaptable with PBL and also willing to learn with her students and make some mistakes along the way.

There are MANY resources on the internet that include great PBL lessons and units that could be implemented right away. Finding the TIME to wade through the information is a reality most teachers, including myself face. Best advice for any teacher considering incorporating PBL: take it slow and collaborate with like-minded people to achieve the best unit that packs the most punch for student learning. You can find my brainstorming document HERE.