Ok. By now, you might be thinking, “Yeah, this all seems great, but how IN THE WORLD do I manage all of this??” I get it. It can be overwhelming to think about how to implement authentic projects that showcase student voice, choice, and research all while assessing standards and skills. Shew! Am I right?
Well, the last key to project based learning in a middle school language arts classroom is continued feedback and critique of student ideas which helps to solve this problem!
The successful implementation of this key will help you to manage project based learning by:
So, how do you incorporate continual feedback and critique of student...
I will never forget the faculty meeting that completely changed the way I would teach forever. My admin would like for that statement to mean they provided such terrific professional development value that I was inspired to change the world all because of their stellar leadership. That’s not what happened.
Our state had just adopted new ELA standards and this particular faculty meeting was supposed to teach me how to use them. I arrived at 8:30, large coffee, notebook, planbook, and multi-color felt-tip pens in hand, ready to tackle some new standards! We had already been informed that the standards were hefty, but not too terribly different from what we were already using. The hardest part was supposed to be their new structure, and we’d have to learn how to navigate them.
This is one of those meme worthy, expectation vs. reality moments. My expectation=learning how to navigate the new structure, then collaboration with my colleagues on how to...
You’re here again for the third post in our series on project based learning! You must really be dedicated to learning how to make project-based learning work for you in your classroom. If you are new here and you want to catch up, you can do that here and here.
A google search of “strategies to promote curiosity in the classroom” will result in several blog posts with lists of one-off strategies you can try in your classroom to promote curiosity. While none of them are bad, they are not complete. Just like we don’t limit our use of texts written by and with protagonists of color and with different cultures and ethnicities to a designated month in the school year, we don’t promote curiosity with one-off strategies. Just like culturally diverse texts are important to be integrated into every corner of our classroom to be most effective, the same is true of promoting curiosity. That is why project-based learning is so important;...
You came back! I’m glad you’re here to dig deeper into what it means to have a project-based learning classroom. If you’re new here, welcome! We’re glad to have you! This is blog-post 2 in a series dedicated to the project-based learning classroom. If you need to catch up, you can do that here.
I remember back to my middle school days. My focus was solely my friends, like the majority of middle school students everywhere. School, to me, was a necessary evil. Looking back, now as a teacher myself, I can pretty much pin-point why I felt this way. Three of the five projects that stand out to me the most were: a binder of the periodic elements, a poster of the 3rd Amendment of the Constitution, and a novel in a can. I remember all of these projects because I disliked them so much. They took so much of my time and I thought they were incredibly pointless. (OK, part of my middle school attitude might...
You’ve heard it for years now, “Your students should be involved in project-based learning for ultimate success.” They keep telling you that without really showing you how! I mean, what does project-based learning really mean? What does a project-based learning classroom look like? Does it mean that after every unit, you assign a project choice-board or a fun activity that gets your students out of their seat? I mean, that sounds pretty good and students get results, soooo…?
Not exactly. Then, what is a project-based classroom? I’m going to rip the band-aid off and give you the honest truth...for most classrooms, it means rethinking our units from a teacher-centered approach to a student-centered approach. In the middle school language arts classroom, you utilize a student-centered approach to reading units where students explore a topic through questioning and research throughout the entire unit....
We've all been there. It doesn't matter how great your resources are or how much time and effort you put into creating an engaging unit...if it is a less-desirable text, many students just WILL NOT get into it. What's a teacher to do?? I mean, it's not like your school has tons of money to purchase new class sets of novels...and you certainly don't either.
This is what I did to engage students when they just did not like the text we had to read:
Let me give you a little back story. For 12 years, I read Paula Fox's Slave Dancer. The story is rich in figurative language, imagery, advanced vocabulary, character development and examples of developing mood and tone. It really is a beautifully written text that provides valuable teaching opportunities.
The problem though is this:
I can make learning about figurative language engaging.
I can make learning about mood and tone engaging.
I can make learning...
Project-based learning solves the dreaded-"Why do I have to learn this?"
Develop life long readers and learners because they are always asking questions!
Make definite connections to reading!