Dessert vs. Main Course

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This week, The Shift is learning about Project Based Learning with the Buck Institute.   We are diving into what it might look like to coach other teachers as they embark on their own PBL journey.  A big part of what we’ve explored so far revolves around helping teachers feel comfortable and supported in trying something new.  Your first step into PBL doesn’t have to be perfect, and any teacher needs to accept that some failure might happen. Being transparent with your students about your own learning helps!

Our biggest takeaway so far is an anecdote describing the difference between giving your class a “project” vs engaging in “project based learning”.  Typically, a project is something that is assigned to a class after the learning has happened. The amount of new learning that happens during the project is minimal and the students are generally regurgitating what they already know.  A project is like dessert.

Project Based Learning, on the other hand, IS the learning.  A teacher poses a problem or driving question to the class and lets students explore that problem in their own way.  Learning and teaching happens throughout, depending on student needs. Sometimes there is whole class instruction, sometimes the learning is done with smaller groups, sometimes it is teacher driven and sometimes student driven.  In the end students have, individually or in groups, created products that demonstrate their deeper learning around the original problem. As teachers get more comfortable facilitating this type of learning, it is often the students who pose their own problems or questions to be explored.  Project Based Learning, done well, is like the main course of a great meal...and we are hungry!
Actual #pblcanada footage

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