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GED550 Final Paper
Page 1
My final project will aid in answering the following questions -
Can Project-Based Learning (PBL) as a formative instruction/assessment approach be used to successfully teach Physics?
1. How has physics instruction differed in the past - the traditional instructional
approach? summative assessment? 2. What is Project- Based Learning? 3. How does it differ from traditional, inquiry, and modeling instruction.4. How is PBL used as a formative/summative assessment method? 5. What is standards based PBL?6. Is there evidence for the success of PBL? How does it adhere to NCLB?7. Examine schools where PBL is used to instruct core subjects. What does a PBL
curriculum look like.8. Comment on my personal experiences with PBL. 9. Conclusions reached. 10. References.
_____________________________________________________________________________________________
Introduction:
The idea of "doing projects" has been an activity based approach to teaching our students, that
has been involved with American education for a long time. The emergence of Project Based
Learning (PBL) has its roots in John Dewey's work cited over 100 years ago (Hickman,1992).
John Dewey pointed out the benefits of an experiential, hands - on teaching strategy that is
student directed rather than the traditional approach of teacher directed. Thereby roots of PBL
can be traced back to both American educational traditions as well as the work from Dewey. The
emergence of a method of teaching and learning called PBL is the result of two important
developments over the last 25 years. First and foremost, there has been a revolution in learning
theory that emerged in the 1970's. Research in neuroscience and psychology has extended
cognitive and behavioral models of learning. Through Bloom's revised taxonomy it has been
shown that knowledge, thinking, doing, and the contexts for learning are inextricably tied. We
now know that learning is partly a social activity; it takes place within the context of culture,
community, and past experiences. Research shows that learners not only respond by feeding
back information, but they also actively use what they know to explore, negotiate, interpret, and
create. They construct solutions, thus shifting the emphasis toward the process of learning and to
formative assessments. Education has benefited from this research, as teachers have learned how
to effectively scaffold content and activities to amplify and extend the skills and capabilities of
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students. Secondly, the world has changed. Teachers recognize that schools must now adapt to a
new century, the 21st century. As a result, PBL has been revised and redefined as an approach
that supports many of the tasks that teachers face today such as incorporating authentic
assessment, infusing higher-order thinking skills, and providing learning experience that tap
individual interests and abilities. It is clear that children need both knowledge and skills to
succeed. This need is driven not only by workforce demands for high-performance employees
who can plan, collaborate, and communicate, but also by the need to help all young people learn
civic responsibility and master their new roles as global citizens. In a sense, the need for
education to adapt to a changing world is the primary reason that PBL is increasingly popular.
PBL is an attempt to create new instructional practices that reflect the environment in which
children now live and learn. And, as the world continues to change, so does our definition of
PBL. The most important recent shift in education has been the increased emphasis on standards,
clear outcomes, and accountability. Thus, PBL today must address the latest standards (i.e. 2009
revised NJCCCS) and assessment strategies in determining the planning process for standards-
focused projects. This paper provides an in-depth discussion and analysis of the advantages and
disadvantages that PBL has with regards to student learning and as a teaching method.
Additionally it compares it to another model used in physics called “Modeling” (Hestenes,
1992). The paper begins by providing an in-depth definition of a "PBL", summarized as
curricular/instructional structure that provides students with opportunities for deeper
understanding and integration of the material they are learning, as well as more interaction with
one another and with their teachers who are viewed as fellow participants in the learning
experience. The paper reviews the existing literature on PBL learning communities and applies
this literature to high school physics instruction. The review is presented in two parts: An
examination of the literature indicating those conditions needed to establish a classroom as a
PBL community; and a review of instructional strategies that have been successful in getting
students to achieve in the physical sciences. The review ends with the formulation of conclusions
about developing PBL communities in the classroom in general and in the physics classroom in
particular, and those instructional strategies that might be best used in the classroom PBL
community.
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What is PBL?
Project-based instruction is an authentic instructional model or strategy in which students plan,
implement, and evaluate projects that have real-world applications beyond the classroom (Blank,
1997; Dickinson, et al, 1998; Harwell, 1997). Learning activities that are interdisciplinary, long
term, and student centered are emphasized, rather than short, isolated lessons (Challenge 2000
Multimedia Project, 1999). Project-based instructional strategies have their roots in the
constructivist approach evolved from the work of psychologists and educators such as Lev
Vygotsky, Jerome Bruner, Jean Piaget and John Dewey. Constructivism views learning as the
result of mental construction; that is, children learn by constructing new ideas or concepts based
on their current and previous knowledge (Karlin & Vianni, 2001). Most important, students find
projects fun, motivating, and challenging because they play an active role in the entire planning
process (Challenge 2000 Multimedia Project, 1999; Katz, 1994). "Defined as an "instructional
method in which students work in small groups to accomplish a common learning goal under the
guidance of the teacher," (Wikipedia). PBL has been applied to educational institutions for its
advantages, such as increased interaction among students, collaborative learning, and
development of students' interpersonal and group skills as they accomplish a particular task or
activity. Project - based learning is an instructional method centered on the learner. Instead of
using a rigid lesson plan that directs a learner down a specific path of learning outcomes or
objectives, project - based learning allows in - depth investigation of a topic worth learning more
about. Learners represent what they've learned from the construction of a personally meaningful
product, i.e. a research paper, community project, business proposal, play or poem. In addition,
learners have more autonomy over what they learn, maintaining interest and motivating them to
take more responsibility for their learning. “The PBL approach is generally less structured than
traditional, teacher-led classroom activities. In a project-based class, students often must
organize their own work and manage their own time.” (Wikipedia). Within the project based
learning framework students collaborate, working together to make sense of what is going on.
Feedback through ongoing formative assessment is key in PBL. The info given to the student
through feedback is used to explore, negotiate, interpret, and create. As mentioned earlier, the
need to adapt current teaching strategies to 21st century skills is the primary reason PBL has
recently taken on popularity. PBL has further been defined as a "systematic teaching method
that engages students in learning knowledge and skills through an extended inquiry process
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structured around complex, authentic questions and carefully designed products and tasks"(Buck
Institute). This definition encompasses a spectrum of possibilities from the 1-2 week single topic
in one classroom to a three week unit project that encompasses four classes and culminates in an
all day competitive event (exhibition). PBL addresses the student by recognizing the student's
right to learn. It places the student at the center of the learning process. The work is engaging
and central to the curriculum rather than an add on activity as projects have been addressed in the
past. The format of PBL provides an in-depth exploration of important topics through authentic
approaches. The nature of PBL requires the student to learn and implement essential skills and
technology. It concludes by creating a product, solution, to address a well-defined problem. It
may include multiple products that require frequent input and utilizes performance based
assessments which provides rigorous challenges. The fundamental component that differentiates
PBL is that it encourages collaboration and commitment from the learners.
How does it differ from Traditional, Inquiry, and Modeling Instruction? Project-based instruction differs from inquiry-based activity by its emphasis on collaborative
learning and authentic application. Additionally, project-based instruction differs from traditional
inquiry by its emphasis on students' own artifact construction to represent what is being
learned. Since PBL is aimed at measuring authentic practices such as collaboration,
communication, problem solving, and teamwork; performance based assessments are more
diverse than traditional assessments. Over the past few years guided inquiry instruction has been
used in physics specifically focused on laboratory activities. Laboratory activities can also foster
learning and student enthusiasm when they are geared to students' needs and can give students
the satisfaction of finding out that they can overcome challenges. Recent advances in science
education suggest that experiments in laboratories should be written according to several criteria:
1. An experiment should be structured so that it presents students with a puzzle and not with
an illustration of what they already know.
2. Experiments should be written with "carefully defined procedures" so that students in the
class can carry them out.
3. Experiments in science should also include topics for which current knowledge is
incomplete or not understood even by scientists.
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4. Students should be required to prepare in advance, in their notebooks or journals, a plan
for how to proceed with the experiments, rather than using manuals.
5. Students should be required to write reports using a flexible format.
Even with these criteria, there remain a number of challenges to investigative instruction in the
high school science classroom.
1. Clarifying the role of the investigation in developing inquiry skills and determining the value
that the investigation has in developing an understanding of the subject content.
2. Students who do not yet understand the principles of the subject area will be at a disadvantage
when they are supposed to observe and identify the intended phenomena of a particular
investigation.
3. Investigative activities have historically been seen as auxiliary and as a dispensable aspect of
the traditional classroom by teachers, curriculum designers, and policymakers.
How does PBL address these challenges? PBL focuses on authentic projects that incorporate ten
specific features. There are a wide range of project types—service learning projects, work-based
projects, and so forth, but authentic projects all have in common these defining features
(Dickinson et al., 1998; Katz & Chard, 1989; Martin & Baker, 2000; Thomas, 1998).
1. Student centered, student directed
2. A definite beginning, middle, and end
3. Content meaningful to students; directly observable in their environment
4. Real-world problems
5. Firsthand investigation
6. Sensitivity to local culture and culturally appropriate
7. Specific goals related to curriculum and school, district, or state standards
8. A tangible product that can be shared with the intended audience
9. Connections among academic, life, and work skills
10. Opportunity for feedback and assessments from expert sources
11. Opportunity for reflective thinking and student self-assessment
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12. Authentic assessments (portfolios, journals, etc.)
Another student-centered inquiry approach that was first popularized by Robert Karplus is
called “modeling”. This approach would eventually be called the Learning Cycle. (Atkin &
Karplus, 1962). Instruction is organized into modeling cycles which engage students in all
phases of model development, evaluation and application in concrete situations –– thus
promoting an integrated understanding of modeling processes and acquisition of coordinated
modeling skills.
• The teacher sets the stage for student activities, typically with a demonstration and class
discussion to establish common understanding of a question to be asked of nature. Then, in small
groups, students collaborate in planning and conducting experiments to answer or clarify the
question.
• Students are required to present and justify their conclusions in oral and/or written form,
including a formulation of models for the phenomena in question and evaluation of the models
by comparison with data.
• Technical terms and representational tools are introduced by the teacher as they are needed to
sharpen models, facilitate modeling activities and improve the quality of discourse.
• The teacher is prepared with a definite agenda for student progress and guides student inquiry
and discussion in that direction with "Socratic" questioning and remarks.
The learning cycle used today includes the five steps of Engagement, Exploration,
Explanation, Elaboration, and Evaluation also called the 5Es. These five steps are defined below:
Engagement:
Engagement is a time when the teacher is on center stage. The teacher poses the problem, pre-
assesses the students, helps students make connections, and informs students about where they
are heading. Evaluation's role in engagement revolves around the pre-assessment. Find out what
the students already know about the topic at hand. The teacher could ask questions and have the
students respond orally and/or in writing.
The purpose of engagement is to:
Focus students' attention on the topic.
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Pre-assess what students' prior knowledge.
Inform the students about the lesson's objective(s).
Remind students of what they already know that they will need to apply to learning
the topic at hand.
Pose a problem for the students to explore in the next phase of the learning cycle.
Exploration:
Now the students are at the center of the action as they collect data to solve the problem.
The teacher makes sure the students collect and organize their data in order to solve the
problem. The students need to be active. The purpose of exploration is to have students
collect data that they can use to solve the problem that was posed. In this portion of the
learning cycle the evaluation should primarily focus on process, i.e., on the students' data
collection, rather than the product of the students' data collection. Teachers ask themselves
questions such as the following:
How well are the students collecting data?
Are they carrying out the procedures correctly?
How do they record the data?
Is it in a logical form or is it haphazard?
Explanation:
In this phase of the process, students use the data they have collected to solve the problem
and report what they did and try to figure out the answer to the problem that was presented.
The teacher also introduces new vocabulary, phrases or sentences to label what the students
have already figured out. Evaluation here focuses on the process the students are using --
how well can students use the information they've collected, plus what they already knew to
come up with new ideas? Using questions, the teacher can assess the students'
comprehension of the new vocabulary and new concepts.
Elaboration: The teacher gives students new information that extends what they have been learning in the earlier parts of the learning cycle. At this stage the teacher also poses problems that students solve by applying what they have learned. The problems include both examples and non-
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examples. The evaluation that occurs during elaboration is what teachers usually think of as evaluation. Sometimes teachers equate evaluation with "the test at the end of the chapter." When teachers have the students do the application problems as part of elaboration, these application problems are "the test."
The application of this approach culminates with a “whiteboard” summary of results by each group. Modeling by its very nature walks the student through the scientific method. It brings collaboration and critical skills to the foreground, yet differs from PBL in that PBL is authentic and interdisciplinary. In addition, modeling focuses on mathematical and graphical extensions of physical principals – in other words, relationships between variables in the mathematical expressions of physical principles. PBL extends physical principals to “real world” applications such as the “physics of vehicle safety” for the unit on momentum. Both approaches provide the user with an inquiry based, hands-on experience. Either approach when used with didactic instruction offers the student the best of both worlds.
How is PBL used as a formative/summative assessment method?
PBL reorients learners and teachers away from the traditional paper and pencil tests and
toward more "authentic" assessment practices. In addition to teaching content, instructional goals
associated with PBL are tied to the use of knowledge and skills as students go through the
problem solving process. This calls for performance assessments that evaluate the skills
necessary for higher-order thinking, the tasks required for students to produce a quality product,
and the method of disciplined inquiry through which students integrate content and process to
produce useful knowledge. In our world of instruction, our students not only need to understand
content, but must also be able to apply it. In a PBL curriculum, teachers must choose the right
assortment of assessments to provide evidence of learning, in other words the expected outcome.
PBL revolves around a project yet summative assessments such as tests and traditional research
papers are easily integrated in. The only additional requirement of PBL is to create a process
oriented assessment. The product(s) of PBL to be successful must address both goals, namely, to
measure content knowledge as well as skills and mindset. As a result of this need, a balanced
PBL assessment plan for a project must be created to include a variety of assessments that are
closely tied to the expected outcomes, as well as the content standards, and the necessary skills
that are inherent in the project design. Multiple indicators for performance give different kinds
of students, each with different strengths, the opportunity to succeed. This is one of the benefits
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of PBL known as differentiated assessments. A balanced assessment PBL plan must outline
methods by which to gather evidence of student performance, interpret that evidence, and make
inferences from this data. A PBL assessment plan should include both formative assessments to
allow on-going feedback during the course of the project, and well as summative assessments
that provide students with a culminating review of their performance. The process of assessing a
project central to the curriculum requires the implementation of three steps, namely, (1) align
products with outcomes, (2) know what to assess, and (3) the use rubrics to tie the first two steps
together. The first step sets the stage for the project - aligning the products of PBL with expected
outcomes. Once the outcomes for the project have been decided, planning effective assessments
requires that the instructor works backward to align the products or performances for the project
with the outcomes. Products are the presentations, papers, exhibits, or models that are completed
during the project phase. The question that needs to be addressed is "what products will provide
adequate evidence of student learning and achievement?" Every stated outcome must be
assessed giving students the opportunity through products to demonstrate what they are required
to know and do. This step involves identifying culminating products for a project and using
multiple products and a checkpoint system for feedback to students. After deciding on the
products, performance criteria to assess each product are established through the writing of
rubrics. The three questions that the rubrics must address are: (1) how well do the students know
the content? (2) what is their skill level? (3) how well did they apply their knowledge and skills
as they prepared their products? The culminating product is due at the end of the project and
represents a blend of content knowledge and skills that give students an opportunity to
demonstrate learning across a variety of topics and skills. An example of a culminating product,
used is the Rube Goldberg project part of the current physics curriculum (central to the energy
unit) at Sparta HS (Korkidis) is an exhibition. Exhibitions are one type of product in which
students have the opportunity to show their work and report on what they have learned.
Exhibitions lend themselves to multiple assessment methods. Content knowledge, for example,
can be accessed on the basis of a single student performance and the portfolio of work on which
the performance is based. Post - exhibition self- reflection allow students to explain how their
thinking changed as a result of their participation. In addition, others besides the students and
the teacher can be involved in the assessment process. Peer assessment as well as evaluation by
experts (i.e. other teachers) can supplement the teacher's assessment of student learning. Active
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learning is one of the goals of PBL. The power of an effective PBL design lies in the ability of
projects to address the curriculum by engaging students in complex and authentic problem
solving. The problem solving process is inherently ambiguous, with a creative stage in which
students investigate, think, reflect, draft, and test hypotheses. Much of this work takes places in a
collaborative mode. Helping students produce quality work through this process is invaluable to
their lives. To capture this process for evaluation and assessment it works best to look for
artifacts of the process. In other words, the evidence that the process of planning, questioning,
and problem solving has occurred can be seen through daily artifacts.
Creating artifacts also encourages the skill of record keeping. Engineering logs or blogs are such
artifacts that can provide records of conversations, decision, revisions as well as short reflective
paragraphs describing the progress on a project. Students' freedom to generate artifacts is critical,
because it is through this process of generation that students construct their own knowledge.
Because artifacts are concrete and explicit they can be shared and critiqued. This allows others to
provide feedback, makes the activity authentic, and permits learners to reflect on and extend their
knowledge and revise their artifacts.
In step (2) knowing what to assess, content knowledge and skills need to be broken down,
namely, unpacked and laid out in a series of specific statements of what needs to be learned.
These statements then become the basis of the assessment process. Another benefit of PBL is
that the teacher can assess a student's mindset. In particular, the teacher can assess the student's
perseverance or flexibility, the ability to share and work well with others, etc. In step (3) the
outcomes of PBL are both content as well as performance-driven. The nature of PBL requires
assessments that effectively measure academic achievement and the application of knowledge.
For this reason, rubrics are essential to PBL. Rubrics are an excellent organizing tool for any
project, but even more so for PBL. The process of writing a rubric requires teachers to think
about what they would like their students to take away from this experience. In summary,
assessments in PBL reflect student learning over time, and not just student performance on a
piece of work or a final exam. The student's progress is documented throughout his/her work on
a project providing the teacher with examples of growth and learning. In addition in PBL,
assessment takes place in a context familiar to the student. Assessment is embedded in everyday
activities that are familiar to all students--at the same time assessment helps to extend everyday
activities and foster learning.
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What is standards based PBL?
In standards based PBL, students are led through the curriculum by an essential question
or a authentic problem that requires understanding and application of content knowledge to order
to address. This driving or essential question is directly tied to content standards through the
curriculum and in turn, the performance based assessment is tied to content knowledge. PBL can
be viewed as inquiry based, but not limited to a single lab or lesson. It is an ongoing formative
learning and assessment process that is often extended over many lessons. It is interdisciplinary
in nature and integrates curriculum with thematic instruction. A PBL unit, for example, can tie in
literature, history, and physical principles to address an essential question in physics. The key to
success with PBL is to insure the "incorporation of high standards, rigorous challenges, and valid
assessment methods" (Buck Institute). Is there evidence of success of PBL? How does it adhere to NCLB?
The benefits of PBL are still being assessed. Twenty years of research indicate that
engagement and motivation lead to high achievement (Brewster and Fager, 2000). Research on
the long-term effects of early childhood curricula supports the rationale for incorporating project-
based learning into early childhood education and secondary education (Katz & Chard, 1989). It
is now known after twenty years of research that the PBL approach motivates children to learn
by allowing them to select topics that are interesting and relevant to their lives (Katz & Chard,
1989). It is important not to assume that PBL is applicable to all situations. PBL is not efficient
in teaching basic skills such as vocabulary, writing, and math fundamentals. These are best
taught through direct instruction. What is known is that PBL addresses multi-intelligences and
adheres well to NCLB (Brown, 1994). Teachers are increasingly working with children who
have a wide range of abilities, come from various cultural and ethnic backgrounds, and are
English language learners. Schools are seeking ways to respond to the needs of these students.
Project-based instruction provides one way to introduce a wider range of learning opportunities
into the classroom. It can engage children from diverse cultural backgrounds because children
can choose topics that are related to their own experiences, as well as allow them to use cultural
or individual learning styles (Katz & Chard, 1989). For example, traditional Native American
ways of teaching emphasize hands-on and cooperative learning experiences (Clark, 1999; Reyes,
1998).
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Although, it should not be used to teach basic skills and content, it is good for application
of such skills. It meets the needs of learners with varying skill levels and learning styles
(differentiated instruction). In addition, PBL enhances the quality of learning and leads to higher
- level cognitive development through students' engagement with complex, novel problems. PBL
has been shown to teach students complex processes such as problem solving, communication,
and self-management. It brings knowledge and critical thinking together. It encourages lifelong
learning, civic responsibility, and personal success. It engages and motivates bored or indifferent
students to explore new themes. It focuses on performance in the arena of content and skills as
per the workplace. Skills such as accountability, goal setting, and improved performance can be
easily assessed. PBL creates positive communication amongst diverse students by offering
opportunities to establish collaborative relationships. The concept of a "community of learners"
emerged a few years back and is a common term used today. Essentially this approach places
knowledge and understanding of the entire group as the central theme - NCLB. All else is built
around it. PBL lends itself to "a community of practice" (Brown, 1994). In a community of
practice, learners depend on each other to accomplish their tasks. Cooperation and mutual
respect as well as responsibility are traits that must be taken on by all learners in such a
community. Classrooms become "interpretive communities" where norms are set by its members
for discussing and exchanging ideas. Finally, Brown(1994) has shown that PBL offers
legitimization of differences by allowing students to develop their individual areas of expertise.
These students add to the value of the community by becoming resources for each other and
provide knowledge in addition to the teacher. Observations have been noted that students doing
PBL perform as well on standardized tests, and often better than, students in traditional
classrooms (Thomas, 2000). Students doing PBL learn research skills, understand the subject
matter at a deeper level than do their traditional counterparts, and are more deeply engaged in
their work (McGrath, 2001; Penuel, Korbak, Yarnell, and Pacpaco, 2001). Examine schools where PBL is used to instruct core subjects.
Incorporating projects into the curriculum is neither new nor revolutionary. Open
education in the late 1960s and early 1970s strongly emphasized active engagement in projects,
firsthand learning experiences, and learning by doing (Katz & Chard, 1989). The Reggio Emilia
approach to early childhood education, recognized and acclaimed as one of the best systems of
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education in the world, is project-based (Abramson, Robinson, & Ankenman, 1995; Edwards,
Gandini, & Forman, 1993). In April of 2004 the Davidson County school district in North
Carolina decided to implement PBL in 75% of the classrooms (Davidson County Schools). This
was a team approach between administrators, teachers, and students. Collaboration took place
amongst the teachers so that no one teacher felt alone and concerned about their individual
content knowledge on a particular topic or subject. Working with a team of teachers exposed the
students to many technological resources and teacher skill levels. Today the PBL approach can
be found in every classroom and has expanded beyond the borders of the Davidson County
Schools in North Carolina. It was a win-win scenario for all.
Project-Based Learning (PBL) is a major component of instructional reform at Drake
High School (Drake). Many classes including their well recognized DISC Program academies
and Computer applications classes use PBL. Drake feels that PBL engages students and provides
an environment for the acquisition of skills needed in higher education and today's workplace.
“Projects are a great way to teach the curricular content we have been teaching for years while
students truly build skills we have always wished and hoped they learned along the way”
(Drake). A teacher in Washington State who has used project-based instruction in his math and
science classes reports that many students who often struggle in most academic settings find
meaning and justification for learning by working on projects (Nadelson, 2000). The teacher also
notes that by facilitating learning of content knowledge as well as reasoning and problem-solving
abilities, project-based instruction can help students prepare for state assessments and meet state
standards. This is just a small sampling of the successful implementation of PBL in school
districts across the country.
What does a PBL curriculum look like.
It is important to realize that using project-based instruction does not mean doing away
with a structured curriculum. Project-based instruction complements, builds on, and enhances
what children learn through systematic instruction. Teachers do not let students become the sole
decision makers about what project to do, nor do teachers sit back and wait for the student to
figure out how to go about the process, which may be very challenging (Bryson, 1994). This is
where the teacher’s ability to facilitate and act as coach plays an important part in the success of
a project. The teacher will have brainstormed ideas with the student to come up with project
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possibilities, discuss possibilities and options, help the student form a guiding question, and be
ready to help the student throughout the implementation process (e.g., setting guidelines, due
dates, resource selection, etc.) (Bryson, 1994; Rankin, 1993). To begin any PBL based
curriculum there are two essential requirements that must be embedded in the curriculum: 1.a
driving question or problem that serves to organize and drive activities, which amounts to a
meaningful project and, 2. a culminating product(s) or multiple representations as a series of
artifacts or consequential task that meaningfully addresses the driving question. (Brown &
Campione, 1994). Projects come from different sources and develop in different ways. There is
no one correct way to implement a project, but there are some questions and things to consider
when designing effective projects as given below (Edwards, 2000; Jobs for the Future, n.d.).
What are the Project Goals?
It is very important for everyone involved to be clear about the goals so that the project is
planned and completed effectively. The teacher and the student should develop an outline that
explains the project’s essential elements and expectations for each project. Although the outline
can take various forms, it should contain the following elements (Bottoms & Webb, 1998):
Situation or problem: A sentence or two describing the issue or problem that the project
is trying to address. Example: Homes and businesses in a lake watershed affect the lake’s
phosphorus content, which reduces the lake’s water quality. How can businesses and
homeowners improve the quality of the lake water?
Project description and purpose: A concise explanation of the project’s ultimate purpose
and how it addresses the situation or problem. Example: Students will research, conduct
surveys, and make recommendations on how businesses and homeowners can reduce
phosphorus content in lakes. Results will be presented in a newsletter, information
brochure, community fair, or Web site.
Performance specifications: A list of criteria or quality standards the project must meet.
Rules: Guidelines for carrying out the project. Include timeline and short-term goals,
such as: Have interviews completed by a certain date, have research completed by a
certain date.
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List of project participants with roles assigned: Include project teammates, community
members, school staff members, and parents
Assessment: How the student’s performance will be evaluated. In project-based learning,
the learning process is being evaluated as well as the final product.
The outline is crucial to the project’s success—teachers and students should develop this
together. The more involved the students are in the process, the more they will retain and take
responsibility for their own learning (Bottoms & Webb, 1998).
Identify Learning Goals and Objectives
Before the project is started, teachers should identify the specific skills or concepts that the
student will learn, form clear academic goals, and map out how the goals tie into school, state,
and/or national standards. Herman, Aschbacher, and Winters (1992) have identified five
questions to consider when determining learning goals:
1. What important cognitive skills do I want my students to develop? (e.g., to use algebra to
solve everyday problems, to write persuasively). Use state or district standards as a guide.
2. What social and affective skills do I want my students to develop? (e.g., develop
teamwork skills).
3. What metacognitive skills do I want my students to develop? (e.g., reflect on the research
process they use, evaluate its effectiveness, and determine methods of improvement).
4. What types of problems do I want my students to be able to solve? (e.g., know how to do
research, apply the scientific method).
5. What concepts and principles do I want my students to be able to apply? (e.g., apply
basic principles of ecology and conservation in their lives; understand cause-and-effect
relationships).
One has to be specific as possible in determining outcomes so that both the student and the
teacher understand exactly what is to be learned.
Other things that teachers and students need to consider:
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Do the students have easy access to the resources they need? This is especially important
if a student is using specific technology or subject-matter expertise from the community.
Do the students know how to use the resources? Students who have minimal experience
with computers, for example, may need extra assistance in utilizing them.
Do the students have mentors or coaches to support them in their work? This can be in-
school or out-of-school mentors.
Are students clear on the roles and responsibilities of each person in a group?
Cross Curriculum Project Planning
Many projects can involve teachers from several subject areas. Cross-curriculum projects allow
students to see how knowledge and skills are connected in the workplace (Bottoms & Webb,
1998). These projects require advance planning and teamwork among teachers, but can be well
worth it. The principal plays a key role in the success of across-the-curriculum projects. If
teachers are given the resources and time to develop such projects and have the enthusiasm and
backing of the principal, they will feel freer to launch into projects.
Project Ideas
There are many types of effective projects. Some projects can address a specific community or
school need, transform existing work experiences or jobs into projects, or develop a project
based on classroom curriculum (Dickinson, et al., 1998; Martin & Baker, 2000). Other projects
can focus on career research (Bottoms & Webb, 1998). The possibilities for projects are endless.
The key ingredient for any project idea is that it is student driven, challenging, and meaningful.
One book for project selection ideas for younger children is Engaging Children’s Minds: The
Project Approach by Lillian G. Katz and Sylvia C. Chard. This book gives excellent suggestions
on how to brainstorm topics with students and offers many project ideas. Another excellent
resource for grades K-8 is Creating and Assessing Performance-Based Curriculum Projects: A
Teacher’s Guide to Project-Based Learning and Performance Assessment by Janet C. Banks.
This practical how-to guide provides strategies for planning and writing thematic curriculum
projects with authentic assessment tool. An excellent resource that in addition addresses 21st
century skills and can be used for 9-12 projects is Reinventing Project-Based Learning: You’re
Field Guide to Real-World Projects in the Digital World by Suzie Boss and Jane Krauss.
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Potential Problems and Pitfalls
Here are some possible problem areas to be aware of when undertaking project-based instruction
(Harwell, 1997; Moursund, Bielefeldt, & Underwood, 1997; Thomas, 1998):
Projects can often take longer than expected.
Projects often require a lot of preparation time for teachers.
Teachers sometimes feel a need to direct lessons so students learn what is required.
Teachers can give students too much independence—students have less than adequate
structure, guidelines, coaching, etc.
Teachers without experience using technology as a cognitive tool may have difficulty
incorporating it into the projects.
Non-traditional assessment may be unfamiliar to some teachers.
Arranging parents and community members to be important parts of the project is not
easy to arrange and can be time-consuming.
Intensive staff development is required; teachers are not traditionally prepared to
integrate content into real-world activities.
Resources may not be readily available for many projects.
There might be a lack of administrative support—the district focus is covering the
basics and standards in traditional curriculum methods.
Aligning project goals with curriculum goals can be difficult.
Parents are not always supportive of projects.
Assessment of Project Work
Assessing student performance on project work is quite different from assessing traditional class
work. Because students are working on different projects with different timelines, the teacher’s
task of assessing student progress is more complex than for typical classroom instruction where
everyone is evaluated together.
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Purpose of the Assessment
Before determining what assessment strategies would work best, the teacher needs to determine
what the purpose of the assessment is. Most purposes fall into two general categories (Bonthron
& Gordon, 1999):
Achievement: Focus on outcomes of student learning to monitor progress and determine
grades.
Diagnosis and Improvement: Focus on process and look at student strengths and
weaknesses to identify appropriate programs and students’ learning strategies
Assessments measure how well the students have met the instructional goals. If the instructional
goals are identified before starting the project, both the teacher and student will better understand
what needs to be learned and how the learning will be assessed. In physics projects students are
assessed on the presentation of statistical information using graphs and ratios, written
explanations of what the data mean, and the communication of what they have learned through
educational brochures, Power point presentations, videos, or Web sites.
Selecting Assessment Tasks
The recommendation is to select tasks that require students to demonstrate specific skills and
knowledge. Here are some questions to answer when specifying tasks (Bonthron & Gordon,
1999; Bottoms & Webb, 1998; Jobs for the Future, n.d.; Moursund, Bielefeldt, & Underwood,
1997). Do they:
Match specific instructional intentions? (use models, graphs to solve problems,
analyze relationships)
Represent skills students are expected to attain?
Enable students to demonstrate progress and capabilities?
Match real-world activities?
Cut across disciplines?
Provide measures of several goals?
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For example, an assessment task can be using graphs to compare different types of linear motion
in physics. The graphs are a visual representation of the student’s attaining the instructional
intentions: analyzing relationships among variables and mathematical analysis. The graphs
match real-world activities by measuring real-world data from the classroom. Explanation of
what the graph shows (whether verbal or written) not only demonstrates mathematical ability,
but also reasoning and interpretive skills, and the ability of students to use the graphs to analyze
implications of the data – critical thinking.
Ongoing assessment on the part of the teacher and students is important so that the students can
adjust projects to meet expectations and keep on track with timelines and goals. Teachers should
determine if there are checkpoints at various stages, if students are expected to meet certain
milestones while working, and if students are receiving timely feedback on work-in-progress
from teachers, mentors, and peers (Jobs for the Future, n.d.).
Student Self-Assessment
Because project learning is student driven, assessment should be student driven as well. Students
can keep engineering journals and blogs to continually assess their progress. A final reflective
essay allows students and teachers to understand thinking processes, reasoning behind decisions,
ability to arrive at conclusions and communicate what they have learned. Some questions the
student can answer in a reflection piece are (Edwards, 2000):
What were the project’s successes?
What might I do to improve the project?
How well did I meet my learning goals? What was most difficult about meeting the
goals?
What surprised me most about working on the project?
What was my group’s best team effort? Worst team effort?
How do I think other people involved with the project felt it went?
What were the skills I used during this project? How can I practice these skills in the
future?
What was my final project evaluation rating? Horrible, OK, pretty good, great? Why?
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The Check list.
The Six A’s of Project-Based Learning Checklist (adapted from Steinberg’s Six A’s of
Successful Projects in Steinberg, 1998) can be used throughout the process to help both teacher
and student plan and develop a project, as well to assess whether the project was successful in
meeting the instructional goals.
Authenticity
Does the project stem from a problem or question that is meaningful to the student?
Is the project similar to one undertaken by an adult in the community or workplace?
Does the project give the student the opportunity to produce something that has value
or meaning to the student beyond the school setting?
Academic Rigor
Does the project enable the student to acquire and apply knowledge central to one or
more discipline areas?
Does the project challenge the student to use methods of inquiry from one or more
disciplines (e.g., to think like a scientist)?
Does the student develop higher order thinking skills (e.g., searching for evidence,
using different perspectives)?
Applied Learning
Does the student solve a problem that is grounded in real life and/or work (e.g.,
design a project, organize an event)
Does the student need to acquire and use skills expected in high-performance work
environments (e.g., teamwork, problem solving, communication, or technology)?
Does the project require the student to develop organizational and self-management
skills?
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Active Exploration
Does the student spend significant amounts of time doing work in the field, outside
school?
Does the project require the student to engage in real investigative work, using a
variety of methods, media, and sources?
Is the student expected to explain what he/she learned through a presentation or
performance?
Assessment Practices
Does the student reflect regularly on his/her learning, using clear project criteria that
he/she has helped to set?
Do adults from outside the community help the student develop a sense of the real
world standards from this type of work?
Is the student’s work regularly assessed through a variety of methods, including
portfolios and exhibitions?
Comment on my personal experiences with PBL.
My first exposure to the incorporation of PBL into the physics curriculum was when I
joined the faculty of Glastonbury HS (GHS) in Glastonbury, CT. GHS is located in the
Glastonbury School district in northwestern CT. GHS implemented a “physics first” approach in
the early 1990s. As a new teacher instructing physics for the first it was quite a change from my
traditional lecture approach. PBL and guided inquiry were both found in the physics classroom
dependent on the level of the students – students at GHS were tracked, even in the electives such
as physics. Several topics easily incorporated standards based PBL as the central focus starting
with the Bridge Project for forces, to the Rollercoaster project for mechanical energy and
conservation of energy, to the Catapult Project for projectile motion, etc. To aid students in
understanding, through visualization, which energy can transform from one form to another, the
Rube Goldberg Project was implemented. It was the students’ favorite project because they could
be creative and use resources that were inexpensive and locally available with which to build.
This project has been part of my personal repertoire for many years. This year my students took
22 | P a g e
me on an amazing adventure. One class suggested that rather than having eight groups within the
class create and compete in the classroom setting, why not take all eight projects and integrate
them into one large, continuous collaborative Rube Goldberg class project. In addition, why not
have all my classes do this and compete as a class in an exhibition format. The idea was
supported by four classes and for the next two weeks these classes worked hard to succeed. In
the end, only one class won, but the spirit of collaboration and mutual respect still carries on. It
brought students of all different expertise together, helping each other to succeed. In addition,
these students used a Wiki page, created by me to communicate with their fellow classmates.
Two students wrote about their experiences as follows:
What I learned (e.bernat)
What I have learned from this Rube Goldberg experience is that a task that at first is
seemingly impossible can be achieved through teamwork, organization, and the great
group of students we have in our period eight class.
Posted Apr 6, 2009 6:33 pm –
energy, transformations, simple machines (e.venino)
The Rube Goldberg encompasses all of my previous knowledge of energy types, energy
transformations, and simple machines. Our project demonstrates all of these things in a
real life project that can be viewed in action! It's quite amazing to see the energy
transformations occurring, resulting from different steps in the design.
Posted Apr 7, 2009 10:05 am
This was truly a learning experience for my students and myself and will be incorporated as an
annual event for our Energy unit.
Conclusions reached.
Project-based instruction is an authentic instructional model or strategy in which students
plan, implement, and evaluate projects that have real-world applications beyond the
classroom (Blank, 1997; Dickinson, et al, 1998; Harwell, 1997). Learning activities that are
interdisciplinary, long term, and student centered are emphasized, rather than short, isolated
lessons (Challenge 2000 Multimedia Project, 1999). Project-based instructional strategies
have their roots in the constructivist approach evolved from the work of psychologists and
23 | P a g e
educators such as Lev Vygotsky, Jerome Bruner, Jean Piaget and John Dewey.
Constructivism views learning as the result of mental construction; that is, children learn by
constructing new ideas or concepts based on their current and previous knowledge (Karlin &
Vianni, 2001). Most important, students find projects fun, motivating, and challenging
because they play an active role in choosing the project and in the entire planning process
(Challenge 2000 Multimedia Project, 1999; Katz, 1994). Yet, with all of these benefits and
the integration of 21st century skills can PBL be used to successfully teach a course that has
been heavily dependent in the past on didactic instruction; in other words, can PBL be used
to teach physics. The answer here is yes. PBL offers a strong instructional and an even
stronger assessment approach. In particular, PBL lends itself to assessment activities that not
only capture student understanding of concepts and subject matter, but they also document
and promote the development of "real world" skills which students need outside the
classroom and beyond the school environment. For example, teachers may look for evidence
of good collaboration skills, the ability to solve complex problems and make thoughtful
decisions, the ability to give effective and articulate presentations, etc. Assessments reflect
student learning over time, and not just student performance on a piece of work or a final
exam. The student's progress is documented throughout his/her work on a project providing
the teacher with examples of growth and learning. In PBL, assessment takes place in a
context familiar to the student. Assessment is embedded in everyday activities that are
familiar to all students--at the same time assessment helps to extend everyday activities and
foster learning. Assessment standards are well known to the students. In addition the use of
rubrics for evaluating student work makes students co-creators of their own evaluation
criteria. External criteria is explained to the students, and they will use the same criteria the
teacher and outside evaluators use to assess their own and each other's work. Assessment
helps build real mastery of a subject by allowing students to revise their work and
incorporate new understandings and constructive feedback. Assessment activities also require
students to articulate and explain subject matter, their decisions, their initiative, etc. to those
doing the assessing. Finally, authentic assessment also requires an authentic audience. This
can be classmates, a particular group for whom the project was designed, a mentor, adults or
students who have an interest in the project subject, or members of the community (including
parents, and educators) who have an interest in what the student is learning. The major
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strength in the PBL approach is that it brings everyone together into a “collaborative
learning community”.
References:
Atkin, J. M., & Karplus, R. (1962). Discovery or invention? Science Teacher, 29(5), 45.
Banks, J.C. (1997). Creating and assessing performance-based curriculum projects: A teacher’s guide to project-based learning and performance assessment. Edmonds, WA: CATS (Creative Activities and Teaching Strategies).
Barron, B. (1998). "Doing with understanding: Lessons from research on problem- and
project-based learning." Journal of the Learning Sciences, 7(3&4), 271-311.
Blank, W. (1997). Authentic instruction. In W.E. Blank & S. Harwell (Eds.), Promising practices for connecting high school to the real world (pp. 15–21). Tampa, FL: University of South Florida. (ERIC Document Reproduction Service No. ED407586)
Blumenfeld, P.C. et al. (1991). "Motivating project-based learning: sustaining the doing,
supporting the learning." Educational Psychologist, 26, 369-398.
Bonthron, S., & Gordon, R. (Eds.). (1999). Service-learning and assessment: A field guide for teachers. Montpelier, VT: Vermont Department of Education, National Service-Learning and Assessment Study Group. Retrieved July 10, 2002, from http://www.vermontcommunityworks.org/cwpublications/slassessguide/slassessguide.html
Boss, S., & Krauss, J. (2007). Reinventing project-based learning: Your field guide to
real-world projects in the digital age. Eugene, OR: International Society for Technology in Education.
Bottoms, G., & Webb, L.D. (1998). Connecting the curriculum to “real life.” Breaking
Ranks: Making it happen. Reston, VA: National Association of Secondary School Principals. (ERIC Document Reproduction Service No. ED434413) Brown, A.L. (1994). The advancement of learning. Educational Researcher, 23(8), 4-12.
Brewster, C., & Fager, J. (2000). Increasing student engagement and motivation: From time-on-task to homework. Portland, OR: Northwest Regional Educational Laboratory. Retrieved June 25, 2002, from http://www.nwrel.org/request/oct00/index.html
Bryson, E. (1994). Will a project approach to learning provide children opportunities to do purposeful reading and writing, as well as provide opportunities for authentic learning in other curriculum areas? Unpublished manuscript. (ERIC Document Reproduction Service No. ED392513)
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Buck Institute on Project Based Learning: http://www.bie.org/index.php/site/PBL/pbl_handbook/intro.php
Davidson County School district: www.davidson.k12.nc.us
Drake’s Resources for a PBL Curriculum: http://www.nwrel.org/request/2002aug/implementing.html
Foulger, T.S. & Jimenez-Silva, M. (2007). Enhancing the writing development of English
learners: Teacher perceptions of common technology in project-based learning. Journal of Research on Childhood Education, 22(2), 109-124.
Helm, J. H., Katz, L. (2001). Young investigators: The project approach in the early
years. New York: Teachers College Press.
Herman, J.L., Aschbacher, P.R., & Winters, L. (1992). A practical guide to alternative assessment. Alexandria, VA: Association for Supervision and Curriculum Development. (ERIC Document Reproduction Service No. ED352389)
Hestenes, D. Toward a Modeling Theory of Physics Instruction, Am. J. Phys. 55: 440-454 (1992).
Hestenes, D. and M. Wells, A Mechanics Baseline Test, The Physics Teacher 30: 159-
156 (1987).
Hestenes, D. (1987). Toward a modeling theory of physics instruction. American Journal of Physics, 55(5), 440-445.
Hickman, Larry A. John Dewey's Pragmatic Technology. (1992) Indiana University
Press.
Karplus, E., & Karplus, R. (1970). Intellectual development beyond elementary school. School Science and Mathematics, 70, 398-406.
Karplus, R. (1977). Science Teaching and the Development of Reasoning. Journal of Research in Science Teaching, 14, 169
Keller, B. (2007, September 19). No Easy Project. Education Week, 27(4), 21-23. Retrieved March 25, 2008, from Academic Search Premier database.
Korkidis, K. The 2009 Annual Rube Goldberg Competition at Sparta HS, Sparta, NJ.
Martin, N., & Baker, A. (2000). Linking work and learning toolkit. Portland, OR: worksystems, inc., & Portland, OR: Northwest Regional Educational Laboratory.
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McGrath, D., Cumaranatunge, C., Ji, M., Chen, H., Broce, W., & Wright, K. (1997). Multimedia science projects: Seven case studies. Journal of Research on Computing in Education, 30(1), 18–37.
Moursund, D., Bielefeldt, T., & Underwood, S. (1997). Foundations for The Road Ahead: Project-based learning and information technologies. Washington, DC: National Foundation for the Improvement of Education. Retrieved July 10, 2002, from http://www.iste.org/research/roadahead/pbl.html
Penuel, B., Korbak, C., Yarnall, L. & Pacpaco, R. (2001). Silicon Valley Challenge 2000: Year 5 multimedia project report [Online]. Available: http://pblmm.k12.ca.us/sri/ReportsPDFFiles/MMPY5rpt.pdf.
Polman, J. L. (2000). Designing project-based science: Connecting learners through guided inquiry. New York: Teachers College Press.
Shapiro, B. L. (1994). What Children Bring to Light: A Constructivist Perspective on
Children's Learning in Science; New York. Teachers College Press.
Wikipedia – Project Based Learning: "http://en.wikipedia.org/wiki/Project-based_learning"
Additional References:
Abramson, S., Robinson, R., & Ankenman, K. (1995). Project work with diverse students: Adapting curriculum based on the Reggio Emilia approach. Childhood Education, 71(4), 197–202.
Challenge 2000 Multimedia Project. (1999). Why do project-based learning? San Mateo, CA: San Mateo County Office of Education. Retrieved June 25, 2002, from http://pblmm.k12.ca.us/PBLGuide/WhyPBL.html
Clark, R.J. (1999). Advocating for culturally congruent school reform: A call to action for Title IX Indian education programs & parent committees. Portland, OR: Northwest Regional Educational Laboratory, Comprehensive Center Region X. Retrieved June 25, 2002, from http://www.nwrac.org/congruent/index.html
Dickinson, K.P., Soukamneuth, S., Yu, H.C., Kimball, M., D’Amico, R., Perry, R., et al. (1998). Providing educational services in the Summer Youth Employment and Training Program [Technical assistance guide]. Washington, DC: U.S. Department of Labor, Office of Policy & Research. (ERIC Document Reproduction Service No. ED420756)
Edwards, C.P., Gandini, L., & Forman, G.E. (Eds.). (1993). The hundred languages of children: The Reggio Emilia approach to early childhood education. Norwood, NJ: Ablex.
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Edwards, K.M. (2000). Everyone’s guide to successful project planning: Tools for youth. Portland, OR: Northwest Regional Educational Laboratory.
Edwards, K.M., & Schwendiman, J. (2000). Building relationships, structures and bridges: Teaching tools for service learning [Workshop materials]. Portland, OR: Northwest Regional Educational Laboratory.
Green, A. (1998). What is project-based learning? San Antonio, TX: National Institute for Literacy Fellowship Project. Retrieved June 25, 2002, from http://members.aol.com/CulebraMom/pblprt.html
Harwell, S. (1997). Project-based learning. In W.E. Blank & S. Harwell (Eds.), Promising practices for connecting high school to the real world (pp. 23–28). Tampa, FL: University of South Florida. (ERIC Document Reproduction Service No. ED407586)
Harwell, S., & Blank, W. (1997). Connecting high school with the real world. In W.E. Blank & S. Harwell (Eds.), Promising practices for connecting high school to the real world (pp. 1–4). Tampa, FL: University of South Florida. (ERIC Document Reproduction Service No. ED407586)
Herman, J.L., Aschbacher, P.R., & Winters, L. (1992). A practical guide to alternative assessment. Alexandria, VA: Association for Supervision and Curriculum Develop-ment. (ERIC Document Reproduction Service No. ED352389)
Houghton Mifflin. (n.d.). Houghton Mifflin’s project-based learning space: Background knowledge and theory. New York, NY: Author. Retrieved July 9, 2002, from http://college.hmco.com/education/pbl/background.html
Jobs for the Future. (n.d.). Using real-world projects to help students meet high standards in education and the workplace [Issue brief]. Boston, MA: Author, & Atlanta, GA: Southern Regional Education Board. Retrieved July 9, 2002, from http://www.jff.org/pdfs%20and%20downloads/SREB.pdf
Katz, L.G. (1994). The project approach [ERIC digest]. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproduction Service No. ED368509)
Katz, L.G., & Chard, S.C. (1989). Engaging children’s minds: The project approach. Norwood, NJ: Ablex.
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Other Resources on PBL:
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Appendix 1- Example of a PBL unit on Freefall and Gravity,
The Egg Drop Project
(A variation on the project taken from http://cpphysics.homestead.com/eggdrop1.html)
The ProblemThe challenge in this project is to drop an egg from a specified height (usually in increasing
incremental steps from 10 feet to 30 feet ) and ensure that it remains unharmed. For protection,
the egg can be encased within a container such as an egg container. Any type of material may be
used inside the container to cushion the fall. The egg may be considered to be an analogical
representation of some precious cargo, such as a human being, that ideally would not be harmed
during impact.
The ProjectStudents are encouraged to experiment with a number of different designs for this task. The
project assignment is to keep a record (engineering log) of:
the types of designs
why the designs were chosen
trial experiments performed before and subsequent to the actual Egg- Drop.
The purpose here is to record the developmental process that takes place over a series of a couple
of weeks as students devise designs and evaluate their effectiveness. As the students' hands-on
experimentation develops, “the instructor needs to be conscious of instructional opportunities
that present themselves and warrant benchmark lessons”. In the Egg-Drop project, benchmarks
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may include the interrelationships between impulse and momentum. Evaluation of the
engineering logs can be made at various points during the unit or the teacher can have groups
present their initial findings via some type of presentation (demonstration, videotape,
multimedia). As opposed to "cookbook exercises" in which students follow prescribed
procedures, effective laboratory and investigative activities can be designed to encourage
opportunities for:
experimentation
prediction
independent interpretation
SearchingA number of different groups can be set up to search for initial ways of approaching this
problem. Students will be confronted with some long held and resilient misconceptions
concerning free-fall (for instance, that heavy objects fall to earth quicker/slower than lighter
objects). By encouraging experimentation and communication of their results, students will
quickly see the need to use mathematics in their approach to this problem.
SolvingStudents will come to value the notion of a prototype as they take part in the design process, and
their investment in the project should increase accordingly.
The "solving" of this project can be either a group or an individual accomplishment depending
on how the instructor wishes the dynamics of the class to develop. This activity can become very
competitive, with groups developing "secret" plans for the day of the egg-drop.
In any event, a record of students' investigative activities should be emphasized as the primary
part of this activity. The actual egg-drop is a highly motivating public display of the research and
design development that took place over the course of 2-3 weeks.
CreatingOnce again, the creation of an engineering log documenting the evolution of the design process
is the primary product in this activity. Metacognitive strategies are introduced by having students
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reflect on their own thinking. Research has shown that metacognition plays a vital and necessary
component of life-long learning.
Sharing
Students can create a video on the design of their containers so that in the future, other
students may be able to view the video and begin the process of adding to other students'
design principles.
Students may wish to post their reports a wikipage in which their results can be reviewed
and commented on by other students in the class.
School or local newspapers may be contacted for coverage of the actual egg-drop event.
Having a student play a "reporter" is an effective way to document the activity as well.
Imagine two students posing as television reporters covering the event and reporting back
to the class or school on a closed-circuit television system if available (we did this with
the Rube Goldberg Project).
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