Week 2 Reflection – 542

Tasked to read an article on the effectiveness of PBL on diverse learners, I found such an article, byProfessional Development in Inquiry-Based Science for Elementary Teachers of Diverse Student Groups, (Lee, Hart, Cuevas & Enders 2004). I felt strongly that PBL works with diverse learners; but the authors stressed that in order to be truly effective, teacher training must be restructured.

 Effective teacher in-service should relate to specific subject matter and how students learn (Lee, Hart, Cuevas & Enders 2004). Teacher must be trained in their content area, have a variety of effective learning strategies and have specific tools in their toolbox to teach diverse learners, in order for PBL to be successful at reaching all learners.

I truly think that PBL fits my teaching style. I have taught Theatre for many years. It may not be Project Based Learning in one sense and yet, how I have taught it, I feel there are many parallels. I have never embraced those who teach & direct Theatre at the high school level surrounding themselves with adults (moms or dads) to be in charge of each of the areas. I never felt students were doing the learning. I want students to do and be. I want students to have a safe place to fall (or fail) and feel secure enough to dust themselves off and fix what is broken or not right.

David Ashby, Michael Andreasen and I will collaborate on a PBL together. David Ashby and I chatted on Google + for quite a bit tonight. We decided our unit would begin with a study of the Holocaust. Our students will collaborate, or at a minimum, perform with a high school class in Spain. Our students will be high school, and most likely be 11th or 12th graders.  Our students will study the past, analyze and appraise the present and chart a course for the future. Much like the TV show What Would You Do?, we would like them to respond to What Should You Do?.

Our project is not complete and our direction still not quite focused. I have faith we will work well and start completing the puzzle together.

 

Reference

Lee, O., Hart, J. E., Cuevas, P., & Enders, C. (2004). Professional development in inquirybased science for elementary teachers of diverse student groups. Journal of Research in Science Teaching, 41(10), 1021–1043. doi:10.1002/tea.20037

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About "B" Bernheim
“B”, his nickname, returns to the other side of the desk after many years. Graduating from UNC-Charlotte in 1983 with a BA in Education (K-12), he entered active service with the US Army. He began teaching high school upon completion of his tour of duty. B taught Language Arts and Social Studies for one year at the middle school level. English, Composition, Public Speaking, Theater, Forensics, and Technical Theater are among the subjects he has taught in public high school settings. Most recently, he was a Strategies of Instruction teacher, Assistant Dean of Students, dorm parent, girls’ hockey coach and rock climbing instructor at The Forman School in Litchfield, CT. The Forman School is a 9-12 boarding school specifically targeting students who learn differently.

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