Do You Know What You’re Looking For?
Often, I get to do walk-throughs with Principals who are looking for guidance with supporting their teachers who are trying to embrace Project, Problem, or Passion-Based Learning. I say I get to do this often, but I don’t think it’s often enough because in nearly every single workshop I give, I hear the same general fears from teachers who have bought in to PBL.
They beg me.
“Would you please tell my administrator that this is what s/he should be looking for? I keep getting dinged on ______.”
Sometimes it’s that they’re literally off-script from the colleague down the hall or across town. Sometimes it’s because they’re not using the lesson plan template that all teachers K12 are required to use in the district. Sometimes they’re not posting the learning objectives on the wall each day, effectively uncovering the mystery (read as: learning) for the kids before they even get to dig in to the day’s work.
But before you get too excited about me bashing the PBL-newbie administrator, I also get to see walk with terrific administrators to visit teachers who are absolutely dead-sure they’re fostering a PBL setting for their kids when in fact, they are not. I hear the voices of too many teachers echoing the same things:
“Yeah, we do PBL. We’ll start the project right after I teach them the basics because I want them to have a good foundation so they don’t struggle or fail. And then we’ll practice the standards. And then after I know all the kids have the learning in place, we’ll start this project. I’ll give them lots of checklists so I can be sure every single kid is getting the exact same learning experience, because there are things they just not able to “discover.” But of course all the kids can take my — I mean their project as far as they want to. And yes, I ask the kids questions to guide their learning. Of course. What teacher doesn’t? Besides, the kids don’t like it when I ask them things that are too abstract or that they don’t have an answer to. Because parents. Because college.”
Right. That’s not PBL. It’s maybe fun. And it’s maybe something your kids do well. It might be “doing projects,” but baby, it ain’t PBL.
And so I’ve decided to borrow an idea from McRel’s Power Walkthrough and change it up to fit the specific — and flexible — needs of the PBL classroom.
Not familiar with the Classroom Instruction that Works walk through advice? Check out the first minute or so of the following video:
Let me be clear: I’m a big fan of administration getting into classrooms on a regular basis. I’m also a fan of the administrator being
the a curriculum and learning leader for the community. So toward that end, I have fully bought into the 5-minute walkthrough concept. Go in often. Look. Take observations. Then talk with the teacher.
But I’m also a fan of curriculum coaches doing the same thing.
And I’m also a fan of colleagues observing each other, especially in a PBL community. And especially cross-curricular colleagues. Let’s get into one another’s rooms, for a purpose, with an objective tool to help guide the conversations that will drive our own professional learning — and application — deeper.
So toward that end, I’ve created a PBL walkthrough Google Form based on my past 10 years of experience as a PBL teacher and consultant/keynote, working to support budding PBL students and educators across the globe with the LifePractice PBL curriculum.
A couple words first:
- In order to get the best experience with the form, both the observer and observed will want to be fully PBL trained. If you don’t have a common understanding of why and what it looks like, the conversations could really go off the rails.
- If you’re wondering why I didn’t include _____ (fill in topic of your choice), look again. It might be there, included within another concept — hence, the need for high-quality PBL training (more than a 1-day drive-by). I’ve designed the form to be brief. A snapshot. After all, you’re in there for only 5 or so minutes. It’s not an evaluation. It’s meant to capture a snapshot and then spark further discussion.
Full disclosure, this is my 3rd attempt at a comprehensive walk-through form. The previous two got to be so cumbersome, I had to cut them loose. I think I found a good combo here.
- This is intended to be used on a mobile device with grades 3-12+. I believe that PBL works well at a primary level. It simply looks a little different. If you’re interested in a primary-level PBL walkthrough form, please let me know in the comments.
- I would expect that the observer would make his/her own copy and collect the data into a spreadsheet. If the info needs to be sent to the teacher, a quick screen-capture of the form before submitting could be sent before hitting “submit.” (thanks for that idea, Kevin Case!)
My last words of encouragement here:
There are many, multiple ways to do Project/Problem/Passion-Based Learning right. Don’t get stuck in tunnel-view as you’re visiting classrooms. Are the students learning by doing? By answering a big question? By solving a big problem? Then they’re doing PBL.
Contact me if you like it and want your own copy of the editable form.
And please, if I am missing something, please leave a comment and let me know!
In 2006 with 12 years of traditional classroom experience and 2 days of formal PBL training in her pocket, Ginger Lewman started a middle school, grades 5-8, that was a 1:1 laptop and Project Based Learning environment. Five years later, the middle school had doubled in population twice and had expanded to include PBL in grades K-8. They were also in the process of opening a PBL high school the next fall. Ginger now works with school leaders in helping them learn how to support the PBL shift, and inspires their teachers to take the leap. Meanwhile, she also continues to co-teach with K-12 teachers in the training process, keeping her own teaching chops sharp and ready. Her book, LifePractice Learning, is coming out soon!