<\/path><\/path><\/svg><\/button><\/div>\n<\/div>\n <\/p>\n
To structure the interview above, the student was asked to answer five questions:<\/p>\n
\nWhat’s your project about?<\/li>\n What has been the most challenging thing about working on this project so far?<\/li>\n What has been the most satisfying thing about it?<\/li>\n What advice would you give teachers who want to do this project with their students?<\/li>\n What advice would you give other students just starting on this project?<\/li>\n<\/ol>\nWhen you watch the video, you can see this learner articulate ideas about her learning style as she responds to the prompts. Powerful!<\/p>\n
4. Artwork<\/h3>\n Reflection is not only the written word. It is easy to get stuck into thinking reflection has to be paragraph and pages of text. The student can do a sketch or other piece of art that reflects their feelings, new learning, and how the group work is going. Collages, sewing (paper circuitry?) or painting all offer opportunities to create a reflection on PBL work.<\/p>\n
5. Sketchnoting?<\/h3>\n Speaking of art, students can sketchnote their reflections. I personally adore this mode of thinking and reflection (as you can see one of my sketchnotes here<\/a>). Sketching helps me process and organize new information in a way that writing\u00a0notes just with words does not.<\/p>\n(click to enlarge)<\/figcaption><\/figure>\n6. Blogging<\/h3>\n Students can write blog posts about their weekly PBL work and include videos, pictures, and link to sites and their work. It can be part of their PLPs, can serve as formative instruction, and can communicate about the project with parents. Win-win!<\/p>\n
7. Technology tools that show thinking<\/h3>\n There are so many great tech tools that can showcase student reflection. Tools like Wordle can turn concepts into interesting shapes, and Thinglink can illustrate a concept with embedded links. \u00a0Padlet can show brainstormed or linked topics, and students can make mind maps in Coogle or Prezi.<\/p>\n
8. Gallery Walks<\/h3>\n Once students have some part of their project completed, gallery wants are a great tool. Students set out their work and peers walk by in rounds, placing sticky notes on or near the work, reflecting about what they liked and still wonder.<\/p>\nImage by The Buck Institute<\/figcaption><\/figure>\nThe Buck Institute has a great guide as to exactly how to structure a gallery walk around project-based learning<\/a>.<\/p>\nHow do you help student reflect regularly in project based learning?<\/h2>\n What works for you? Or what questions do you have?<\/p>\n
Save<\/span>Save<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"It’s where the learning is It is easy to not plan time for reflection in project-based learning (PBL) because there is just so much DOING! The students are engaged, and it’s fun and hands-on, and everything moves pretty quickly. But for PBL to connect to learning targets and goals and transferable skills, frequent reflection needs … <\/p>\n
Continue reading “8 methods for reflection in project-based learning”<\/span><\/a><\/p>\n","protected":false},"author":44,"featured_media":16838,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[668,505],"tags":[67],"class_list":["post-11223","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-getting-on-the-pbl-highway","category-project-based-learning","tag-reflection"],"_links":{"self":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/posts\/11223","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/users\/44"}],"replies":[{"embeddable":true,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/comments?post=11223"}],"version-history":[{"count":4,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/posts\/11223\/revisions"}],"predecessor-version":[{"id":31492,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/posts\/11223\/revisions\/31492"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/media\/16838"}],"wp:attachment":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/media?parent=11223"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/categories?post=11223"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/tags?post=11223"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
![\"reflection](\"https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2016\/11\/reflection-300x218.jpeg\")
It is easy to not plan time for reflection in project-based learning (PBL) because there is just so much DOING! The students are engaged, and it’s fun and hands-on, and everything moves pretty quickly. But for PBL to connect to learning targets and goals and transferable skills, frequent reflection needs to happen, and as we all know, this has to be deliberately built into the schedule.<\/p>\n![\"5](\"https:\/\/i.ytimg.com\/vi\/V1Wii8YBqYA\/maxresdefault.jpg\")