Chen, P., & McGrath, D. (2004). Visualize, visualize, visualize: Designing projects for higher order thinking. Learning & Leading with Technology, 32 (4), 54-57.
The cognitive project based learning strategies presented by Chen and McGrath are ways to engage students in thinking rather than just hand them information. Based on my own learning experiences as a student, and finding ways that I learn best, there are a few things I would do in my classroom to apply Chen and McGrath’s ideas. Visualize, presenting information can be beneficial to a certain extent, but to present it with something visual for the students can follow allows them to retain a lot more information. When I want to have the students become more engaged in the subject matter I will assign projects that require them to reflect what they have learned. This can be done by having students write about the subject learned and compare it to other experiences, break into groups and discuss the information with peers. This can be done by adding the visual factor as well. I can have my students reflect what they have learned by creating visual images of their own, and in groups. When wanting the students to reflect on their own thinking processes; have them put it into visualization. Have them draw out their thinking process. It could help them better understand what they have learned, or even help them understand why they have gotten stuck on a certain part of the subject if they cannot put the information on paper in images.
Those are ideas to use Chen and McGrath’s version of PBL. Other ways to include PBL in my Physical Education classes is not to just teach the students how to play soccer, but have them teach it to others. In a PBL community my students can not only learn the sport themselves, but break into groups and teach the skills and techniques to younger grades in the school or community. To learn information and skills are one aspect. To learn and be able to teach it to others brings the student’s understandings of the material to a whole new level.
Project based learning is taking information and teaching it in a way that students will find attractive and will motivate them to learn more, especially to the students who are struggling with the course information. Chen and McGrath’s strategy in particular is taking the information from the course and finding ways to make it more visual for the students.
Higher-order thinking is critical thinking. It is the process of taking pieces of information and applying them to different situations and concepts. A way to link different ideas together and gain a better understanding of the original information presented.
Two articles were found upholding the use of project based learning in classrooms:
Boggs, J. & Wright, R. (2002). Learning cell biology as a team: A project-based approach to upper- division cell biology. CBE- Life Sciences Education, 1 (4).
Using project based learning for the complex and large amount of information presented to students in Cell Biology. After determining that 5-10 years after receiving their diploma only 25% stated the information presented to them in college was important. The other 75% stated it was the communication skills they learned proved to be more valuable. The professor at University of Washington went back to the drawing board and resulted with project based learning.
The professor revised the class to focus more on communication, leadership, teamwork and other skills needed in everyday life using the cell biology information as a base. There was mixed reviews from the students. Some willingly tackled the new projects while others became frustrated with such open ended assignments.
Although the class and professor faced many struggles, the overall result of using project-based learning was a huge success in the professor’s eyes. He states he has never seen a class so engaged in their own learning in his previous teaching years.
Martin, W. (2008). The ups and downs of projects based cirriculum: What educators need to concider, 1-6.
Martin upholds the idea of project based learning, stating that its not only a benefit for students but the local community as well. Focusing on Chicago’s Spry Community School, a school who’s graduation rate has gone from 71% to almost 100% since switching to PBL. This school has collaborated with local hospitals, using students as interns. They have also created ties with elementry schools to help tutor younger stuggling students. Its based off of providing tools that students will use for success outside of school.
Although this school philosophy seems to be a success, the article also stresses that there are too many gaps for learning. That users of PBL cannot use the “internal energy“ of students to try and fill those gaps. Other possible criticisms could be that project learning in an interest area may not benefit student who decide not to go work in the hospitals or tutoring.
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