![\"real](\"https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2017\/06\/real_world_pbl-e1498501325305.jpg\")
<\/a>What does it look like to break one enormous\u00a0project into several project-based learning units?<\/p>\nFor Dorset students to go from dreaming about fresh eggs to actually building a chicken coop required two strategies: breaking the PBL into phases, and asking students to assume different roles along the way.<\/p>\n
Let’s break down just how Dorset’s chicken coop project stayed true to its PBL roots and manageable for students and educators.<\/p>\n
<\/p>\n
Phase 1: Inspirational design<\/h2>\n![\"student](\"https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2018\/02\/74029728-300x225.jpg\")
<\/a>Hands-on chicken research at a local farm.<\/figcaption><\/figure>\nIt all began with the dream of farm-fresh eggs in Dorset’s dining hall.\u00a0 Mmmm. Eggs.<\/p>\n
But to get eggs, you need chickens. And to get chickens, you need a coop. And to get a coop, you need wood, nails, paint, roofing shingles, windows, an egg box… and a design. Where to begin? Dorset’s students began with research.\u00a0<\/a><\/p>\nStudents as researchers<\/h3>\n\n- Why raise chickens?<\/li>\n
- How do you care for chickens?<\/li>\n
- What conditions do they require to live healthy, productive lives?<\/li>\n<\/ul>\n
These were just a few of the research questions students grappled with in order to make the case that the Dorset School should have their own chicken coop.<\/p>\n
Researchers traveled to a local farm to observe happy, contented chickens in a coop. They interviewed the farmer. They met with actual, real-live chickens and learned what’s necessary to handle them safely.<\/p>\n
And their research paid off: it really did begin to look like Dorset School could handle having a chicken-filled coop on its grounds. They had the knowledge.<\/p>\n
With that decision made, students had to switch hats, and move from researchers, to architects. What style of chicken coop did their research indicate would be best?<\/p>\n
Students as architects<\/h3>\n
Students dove into the process of designing a chicken coop perfect for the Dorset School. Working in groups, they used their research to develop Google Sketch-Up plans and scale models for structures that would provide healthy living space for laying hens.<\/p>\n
And just like paid architects, students had to present their designs to clients for feedback.<\/p>\n
The clients, in this case, were members of the Dorset School community: students, staff, parents, and other community members. Communication and presentation skills were crucial as students showed off their models, shared their research, and explained their design components.<\/p>\n![\"evolving](\"https:\/\/tiie.w3.uvm.edu\/blog\/wp-content\/uploads\/2018\/02\/chicken-1-300x225.jpg\")
<\/a>A group of Dorset students shares a scale model of their proposed coop design.<\/figcaption><\/figure>\nAfter receiving feedback they went back to the drawing board to revise and improve the original designs. Students presented their\u00a0updated coop designs and conducted a student vote. Educators and Dorset School staff took that feedback into account in choosing a final design for the build. But the build was now definitely a go.<\/p>\n
Phase 2: Gathering the materials<\/h2>\n
If you build it, they will cluck.<\/p>\n
Students as contractors<\/h3>\n
Contractors do a lot of behind-the-scenes work: estimating costs, purchasing supplies, selecting a building site, and communicating with clients, suppliers and site managers. Dorset students needed to do these things as well.<\/p>\n
They met with the custodian to locate an appropriate site for the coop. They compiled a list of supplies and materials needed and calculated the cost to build the coop. And they kept the lines of communication open, having necessary discussions with the administrations, staff, community members, and each other.<\/p>\n
Students as fundraisers<\/h3>\n
In order to build a coop, Dorset students recognized that they needed support from community partners. A letter-writing campaign (those communication skills at work again) led to donations of materials, supplies, and funds. It also helped them find community members willing to share tools and expertise. A team of skilled local carpenters offered to join the Dorset students for two building days.<\/p>\n
Phase 3: Building & farming<\/h2>\n\n
<\/a>It all began with the dream of farm-fresh eggs in Dorset’s dining hall.\u00a0 Mmmm. Eggs.<\/p>\n
But to get eggs, you need chickens. And to get chickens, you need a coop. And to get a coop, you need wood, nails, paint, roofing shingles, windows, an egg box… and a design. Where to begin? Dorset’s students began with research.\u00a0<\/a><\/p>\n These were just a few of the research questions students grappled with in order to make the case that the Dorset School should have their own chicken coop.<\/p>\n Researchers traveled to a local farm to observe happy, contented chickens in a coop. They interviewed the farmer. They met with actual, real-live chickens and learned what’s necessary to handle them safely.<\/p>\n And their research paid off: it really did begin to look like Dorset School could handle having a chicken-filled coop on its grounds. They had the knowledge.<\/p>\n With that decision made, students had to switch hats, and move from researchers, to architects. What style of chicken coop did their research indicate would be best?<\/p>\n Students dove into the process of designing a chicken coop perfect for the Dorset School. Working in groups, they used their research to develop Google Sketch-Up plans and scale models for structures that would provide healthy living space for laying hens.<\/p>\n And just like paid architects, students had to present their designs to clients for feedback.<\/p>\n The clients, in this case, were members of the Dorset School community: students, staff, parents, and other community members. Communication and presentation skills were crucial as students showed off their models, shared their research, and explained their design components.<\/p>\n After receiving feedback they went back to the drawing board to revise and improve the original designs. Students presented their\u00a0updated coop designs and conducted a student vote. Educators and Dorset School staff took that feedback into account in choosing a final design for the build. But the build was now definitely a go.<\/p>\n If you build it, they will cluck.<\/p>\n Contractors do a lot of behind-the-scenes work: estimating costs, purchasing supplies, selecting a building site, and communicating with clients, suppliers and site managers. Dorset students needed to do these things as well.<\/p>\n They met with the custodian to locate an appropriate site for the coop. They compiled a list of supplies and materials needed and calculated the cost to build the coop. And they kept the lines of communication open, having necessary discussions with the administrations, staff, community members, and each other.<\/p>\n In order to build a coop, Dorset students recognized that they needed support from community partners. A letter-writing campaign (those communication skills at work again) led to donations of materials, supplies, and funds. It also helped them find community members willing to share tools and expertise. A team of skilled local carpenters offered to join the Dorset students for two building days.<\/p>\nStudents as researchers<\/h3>\n
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Students as architects<\/h3>\n
<\/a>Phase 2: Gathering the materials<\/h2>\n
Students as contractors<\/h3>\n
Students as fundraisers<\/h3>\n
Phase 3: Building & farming<\/h2>\n
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