{"id":15667,"date":"2018-05-09T11:45:01","date_gmt":"2018-05-09T15:45:01","guid":{"rendered":"http:\/\/tiie.w3.uvm.edu\/blog\/?p=15667"},"modified":"2018-05-10T21:01:51","modified_gmt":"2018-05-11T01:01:51","slug":"reflecting-on-your-pbl-how-did-it-go","status":"publish","type":"post","link":"https:\/\/tiie.w3.uvm.edu\/blog\/reflecting-on-your-pbl-how-did-it-go\/","title":{"rendered":"Reflecting on your PBL"},"content":{"rendered":"

How did it go?<\/h1>\n

\"take<\/a>It can be easy to end your project-based learning experiences with students in a big heap of exhaustion and miss the opportunity to reflect on the experience. There is so much to learn and gain from gathering your (and your students’) reflections.<\/p>\n

But how do you do that? Let’s look at some ways.<\/p>\n

<\/p>\n

Choose some reflective questions<\/h2>\n

Ponder the following questions, shared in this super informative post by Charity Moran Parsons<\/a> from the Buck Institute:<\/p>\n

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These can be done individually or in a team. But the general pattern of these reflections is: what did I think \/ hope \/ plan would happen, and what can I learn from how things actually went? And look at all the stakeholders featured in these questions! You + your students + their families \/ community members = a full circle of feedback. Never doubt the amount which your larger school or town community wants to weigh in on your students’ projects.<\/p>\n

Consider a protocol<\/h2>\n

Another way to ponder changes in your thinking is with this protocol, shared by John Larmer of BIE:<\/p>\n

\"\"<\/p>\n

I used to think….now I think<\/a><\/p>\n

This can probe developing thinking in terms of project based learning, instructional practices, and personalization. Look at how the perspective has changed: this exercise is all about you. You as a teacher, leader and learner with regards to project-based learning. But what a powerful exercise for you to do with your team!<\/p>\n

Consider a visual or two<\/h2>\n

\"\"<\/a><\/p>\n

Ponder this image on Authentic Audience. How can you move up the pyramid? What are the ways you can increase engagement and authenticity from having a more relevant audience? A different format, perhaps? Many teachers rely on a science fair presentation model. Student standing at a table and presenting their work. Is that getting a bit stale? Would a film festival, a series of student TEDTalks<\/a>, or a focused community group presentation work better?<\/p>\n

\u00a0How can you move students up the continuum of voice?<\/h3>\n

\"\"<\/a><\/p>\n

Ask the kids!<\/h2>\n

Round up your class. Either as a whole group discussion, \u00a0in small groups, or individually. As them questions (or your own!) about their projects and record their answers:<\/p>\n