It's summertime. Time to reflect, refresh, and renew. Time to take account of your work. What worked? What didn't work? What should you maintain? What should you change? As I look back over my own academic year, I find myself contemplating the critics of my work and my class. I certainly had several discussions with parents, administrators, students, and even some of my colleagues.
I appreciate their criticism as it is important to examine constantly what we do as educators. I heard a minister refer once to the "sacred desk". In context, he was declaring that he had a holy obligation to tell the truth when he stood behind the pulpit, and he did not take that lightly. I agree, and I see that we as teachers also stand behind a sacred desk, if you will pardon the illustration. We have a sacred obligation to pass on to the next generation what we know, to the very best of our abilities, in the hope that they will move it forward.
So, let us examine this model. I have labeled here, a few criticisms common to PBL. I wish to address them in this post.
Item A: "The teachers aren't teaching! The computer is doing the work!"
First, the computer is a tool. The computer computes. Therefore, data must be applied to the computer before it can "do" anything. A teacher must present data to the students so they may apply it. The computer will return information, but you must ask it the right questions. Great PBL teachers lead students to the right questions and let them find the answers on their own. The discovery of these answers should drive more questions. As students get stronger in their thinking, they need less and less of the teacher's direction.
Item B: "The teacher won't answer my kid's question!"
This seems to be the hardest shift for parents, students, and some teachers to make. It's really quite simple: Most of us came through an educational system that was based on Aristotle's model (Yes, Aristotle). I've heard this model referred to as "Drill n' Kill". Essentially, students memorize data through reading, and then regurgitate that data back on the test. Does it work? Yes, to a degree, but the learning is often low level and leaves students incapacitated when it comes to creating. Many students who come through this style think very logically, but they have trouble with synthesis and creation - the highest exhibition of mastery.
PBL works through the Socratic model (Yes, Socrates). Socratic academia demands that answers and questions be followed up with more questions. The learner defines both the question and the answer. The teacher guides the learner to the appropriate questions concerning mastery of the content that is given to us via the standard that we are examining or the problem that we are trying to solve.
A clever critic once told me, "Aristotle's model worked for you." and that is correct. I did come through a system like that. However, what that person fails to realize is that I also had various areas where I could make up what was lacking. Music was a place where improvisation was encouraged; creation was encouraged. I was often asked to create a solo through improvisation. Also, we were allowed to embellish certain songs. Sports were another area: In soccer, there are no set plays on the field. Strikers have to create avenues to the goal and higher order thinking was necessary. I played midfield and was often thinking, "How do I get these defenders moved so that my striker has a clear path to the goal?"
Someone might say, "We still have all of those opportunities! We still have Music and Sports!" To you I say: These opportunities belong to every child, in every classroom.
Item C: "My kid just needs [the core class]. He/She doesn't need [the integrated class]!"
It was quite common to hear parents complain about this. Since Sarah taught English and I taught Music History and Music Theory, there were many parents that failed to see the value of the music portion of the class. Indeed, Sarah and I spent a lot of time defending what we were doing. The best defense came in showing parents that music is a language and that it exists, not only parallel to language, but as a language all its own. We weren't the only ones combating this, our Geometry and Introduction to Engineering and Design (IED) team had trouble too. "We just need Geometry." parents would say, "We don't need Engineering."
The great failure of Aristotle's system is that it compartmentalizes education. Classes are separate. Of course, the reality of knowledge is that it is interconnected. Disciplines interconnect. Ideas interconnect. Facts interconnect. The thing that made Leonardo Da Vinci a "Renaissance Man" was the fact that he was both an artist and a scientist. He was able to put it all together. Really, the greatest human beings put things together; they create. Peyton Manning creates touchdowns that win games. Albert Einstein created theorems and philosophies on the universe that we are still testing today. Michelangelo created works of art that inspire us to consider our humanity. Creation is stifled in a compartment. Our brand of PBL paired the "Art" with it's "Science" in hopes of helping the students easily see the connections. What do you do with Geometry? Design stuff. What do you do with Poetry? Set it to music.
This is very difficult for people to see, but it is the truth. Students will have to use all of their knowledge to be successful; Therefore any knowledge that they graduate with, will be useful at some point. "I never use Algebra!" a man told me once, but that man built houses. He was using algebraic calculations all the time, he was just too daft to realize it.
Item D: "My kid's doing your job!"
Indeed, the best way to learn something is to teach it. Having students lead workshops allows us to both assess whether the student truly understands the content or not, and allows the student to have a hand in the profession of teaching. Teaching something solidifies it in the mind. Having an experience leading your peers in a topic, speaking in front of the class, and dealing with questions can't hurt the student either. Some parents seem to think that we set kids up to speak and then go out for coffee. This is not the case. Teachers sit by assess the students that are both speaking and listening. In an ideal PBL classroom, the students will be exercising their knowledge and skills more than the teacher. The teacher should be helping kids that are behind, propelling the students that are ahead, and monitoring all students for retention.
Next week...
Item E: "The student's aren't being assessed!"
Item F: "The kids have too much freedom!"
Item G: "My kid has too much homework!"
Item H: "This place is a mess!"
Until then...
