Weekend Reading: PBL and PD
Last month’s workshop with Sheryl-Nussbaum Beach and today’s Faculty Professional Day provide a nice backdrop for two recent publications worth some weekend reading: the eSchool News Special Report on Project-Based Learning, and Professional Learning in the Learning Profession from the National Staff Development Council (NSDC).
Project-Based Learning
Project-based learning, which PBL Online defines as “an inquiry based process for teaching and learning [in which] students focus on a complex question or problem, then answer the question or solve the problem through a collaborative process of investigation over an extended period of time” can be an effective pedagogical technique. As noted in the eSchool News report,
“What’s more, project-based learning can help students develop the same kinds of 21st-century skills–such as problem solving, critical thinking, communication, collaboration, and creativity–that today’s employers covet. Tackling long-term, student-led projects can help students build real-world skills and knowledge.”
As we work to refine our curriculum, project-based learning can provide a vehicle for incorporating emerging skills/literacies and broaden our methods of assessment. Although designing and implementing a successful project-based experience can be time-intensive, the learning that can result makes the effort well worthwhile.
Professional Learning
Written by Linda Darling-Hammond and a team of researchers from Stanford University, the NSDC study on professional development examines “what research has revealed about professional learning that improves teachers’ practice and student learning.” Acknowledging that professional development that is “short, episodic, and disconnected from practice has little impact”, the study compares approaches to PD in the United States with high-performing nations in Europe and Asia. Perhaps not surprisingly, as a country we have room for growth.
Although the lengthy full report is densely packed with data, those wanting a lighter overview should consult the NSDC Press Release and/or Darling-Hammonds’ presentation of the study findings. Professional learning is our professional obligation, and with an intentional, research-based approached, we too can translate our practice into improved student achievement.
