My Week 3 Reflections: Inquiry-Based Learning (Similarities among Problem…
My Week 3 Reflections: Inquiry-Based Learning
Project Based Learning: "Project-based learning involves completing complex tasks that typically result in a realistic product, event or presentation to an audience." (Barron and Darling-Hammond, p. 3)
The goal is to encourage flexible, transferable thinking
A project is not project-based learning (Grecian Urn)
From my quick research, this seems to be the more commonly used term for inquiry-based learning practices.
Problem-Based Learning: "In problem-based learning, students work in small groups to investigate meaningful problems, identify what they need to learn in order to solve a problem and generate strategies for a solution." (Barron and Darling-Hammond, p. 5)
Teacher as tutor: "The tutor supports the process and expects learners to make their thinking clear, but the tutor does not provide information related to the problem - that is the responsibility of the learner." (Savery, 2006, p. 16)
Students generate the problems to solve
Connecting more with the Capitol Area New Mainers Project or the Lewiston Franco Center would be a great place to start looking for rich, authentic problems for Maine's French-speaking community
Possible problems (although I'm sure my students could come up with lots more!)
French is becoming less and less spoken in Maine
Honoring/rediscovering French heritage in our community
What benefit is there to learning a different language?
Learning by Design: "A third genre of instructional approaches is based on the premise that children learn deeply when they are asked to design and create an artifact that requires understanding and application of knowledge." (Barron and Darling-Hammond, p. 7)
This seems the most natural for my classroom right now. Narrowing the scope of the design challenge would still allow for student direction and choices, but would allow me to shelter the language a little more to not overwhelm students with new vocabulary and grammatical structures.
Possible ideas: create a guide of our community for visitors, create children's books for my younger students, etc.
Similarities among Problem-Based Learning, Learning by Design, and Project-Based Learning
Students have responsibility for their learning
Real world or authentic application/audience
Cycle of feedback, reflection/self-assessment and redesign/improvement
Teacher as guide/coach/facilitator/tutor
Inspiring Ideas and Things I want to try
Shark Tank pitches for choosing a driving question/topic (Lindsey)
Revamping my World Language Festival projects to be actual PBL units. I already have the authentic audience (visitors to our WL Festival), so it would be perfect to turn these into much more student-directed, inquiry based projects instead of the teacher-directed projects that they have been in the past.
Genius Hour / 20% time (Lindsey) - I'm not sure how to incorporate this into my classroom yet, but I love the idea! Maybe this is more of a school-wide shift?
Self-assessment on Maine's Guiding Principles! Our standards don't really have a place to assess collaboration, problem solving, etc. for a score, but reflection at the end of the unit is a natural place to work in the Guiding Principles.
Goal for next year: incorporate at least one PBL/IBL unit into each of my levels. I'm not sure exactly how that will look right now, but I love the idea of creating more authentic audiences and challenges for my students.
Incorporating PBL into the World Language Classroom
Great resource: Project-Based Learning in the Spanish Classroom (
Student-created guides on what visitors need to know/do when they come to the area. The guides are designed for exchange students to have a welcome guide in their home languages. Driving question: "What do visitors from our community need to know to enjoy their time here?" (
Student-created one-page, simplified articles about topics/hobbies/sports/activities/events that interest them to add to our reading corner for silent reading time
Flipgrid video interactions with native speakers? I'm still working this one out, but I think there's a way to use this technology and the authentic audience to create a PBL experience
I love the idea of incorporating PBL into my classroom, but I also want to make sure that I'm still focusing on input as the main goal, and output as the secondary goal. I really liked Laura Sexton's description (
) of PBL units in her classroom as 3 parts: context, input and output. The first two phrases can serve as the main second language acquisition parts, while the authentic output product would be the motivation to acquire the language.