Hello there! Sending you a note today to let you know where you can learn a bit more about Comics in the Classroom and an AI Connection. I was recently interviewed by Monica Burns for an episode of her Easy EdTech Podcast.
Here’s the description of the episode: In this episode, I chat with Nicholas Provenzano, Makerspace Director, Consultant, and Author, about using comics and graphic novels as powerful literacy tools that provide students with engaging choices for reading and storytelling. You'll also hear fascinating examples of how he's leveraged free generative AI tools to help students collaboratively write stories, generate visuals, and produce digital comics, bringing their creative visions to life.
It’s available on all of the popular podcast platforms. You can listen on your favorite podcast app by clicking one of the links below or searching for “Easy EdTech Podcast.” If you’re not usually a podcast listener but interested in checking this out, you can listen straight from your web browser without downloading anything.
As we approach the end of the school year, I wanted to take a moment and encourage teachers who are looking to do something a little different to explore Project Based Learning (PBL) for their classroom. I have three reasons I have put together that I hope will convince you to give it a try.
1. Real-World Relevance
One of the most exciting aspects of PBL is its ability to connect classroom learning to the real world. By engaging in projects that tackle real-life problems or questions, students can see the direct impact of their learning. This relevance not only boosts engagement but also helps students understand the practical applications of their knowledge. When students are starting to get distracted by the warmer weather and the itch to run and play, having students engaged in work that connects to their lives will make it easier to engage more fun for them to complete their work. Having something that connects to their lives to share at the end of the school year is wonderfully valuable.
2. Collaboration and Communication
PBL naturally fosters collaboration and communication skills among students. As they work together to brainstorm, research, and execute their projects, they'll develop essential teamwork skills that are invaluable in both their academic and future professional lives. This collaborative environment also encourages students to share their unique perspectives and learn from one another, creating a richer learning experience for all. One of the most important things I try to encourage is the exchange of ideas. When students see how others think, problem solve, and learn in general, it often helps them better understand how they learn and that is something powerful that PBL brings to the table.
3. Critical Thinking and Creativity
In a PBL setting, students are encouraged to think critically and creatively as they navigate challenges and develop solutions. This process not only enhances their problem-solving abilities but also allows them to tap into their creativity in meaningful ways. Whether they're designing a product, creating a presentation, or crafting a persuasive argument, students will have the opportunity to stretch their minds and think outside the box. As students get a bit antsy toward the end of the year, having students create with their hands and solve problems helps keep them focused on the work they are doing and helps the class make it to the end of the year with fewer disruptions.
So, why not give PBL a try before the school year ends? It's a fantastic way to engage students, foster essential skills, and make learning more meaningful and fun. Plus, it's a great way to end the year on a high note, with students feeling empowered and inspired by their accomplishments. Let me know if you have your own reasons why teachers should try PBL in the classroom.
I've been looking for a new project for students this trimester and I was just at home thinking about the different things I wanted students to do. I knew I wanted them to make something with their hands, but I wanted to make it silly and ok if they were not "good" at it from the start. It was while I was watching Antman and the scene where he gave his daughter the creepy doll struck me. Ugly Dolls are are a thing and I think they can be a pretty simple project. I jumped online, found a bunch of videos on how to make these dolls and set to work ordering supplies and giving it a try myself. This has been a fun project because the Stuffys are supposed to look off and ugly. No mistakes, only features. Even in my demo I made that you can see below. I thought the fangs would be cool, but I made them too thin to sew and I didn't have the fabric glue. I pivoted and used excess fabric to make a mouth. It turns out I made plankton from Spongebob Squarepants, but I made him on my own. I just tasked the students with making an Ugly Stuffy, but I could give them more guidance and ask them to create a symbol of a feeling or something like that. There are lots of possibilities with a project like this. If you are looking for a project that will take a couple of days and get the students crafting with their hands, give the Ugly Stuffy project a try.
Students got to work and some had sewing experience and were able to help me and others do a better job. Here is a collection of photos from my Instagram account.
Do you give a cumulative final exam at the end of the school year? Is it mandated by your school? If not, why do you assess your students that way?
Final Exams and the weight they hold on final grades has been something that has bothered me for a while. At a previous school, the final exam was worth 20% of the student's overall grade. One bad exam day and, poof, there goes your average. If you have earned an A for the class, why should you have to take the exam when it only serves to penalize you for small lapses in memory or a missed bubble on a test sheet? If the final exam is designed to assess what you know and you have shown what you know throughout the year, what is the point? Regurgitating a whole year's worth of information is not a meaningful assessment of what a student knows. I gave projects as a final exam for as long as I could until I was forced to give the common final exam at my previous school. My challenge for teachers who are not required to give a common final exam is try something different.
Traditional exams fail to assess what all students know. They are great at assessing type "A" personality students who can cram for an exam, spit out the information, and then move on to the next test. The rest of us need something different. An opportunity to shine in a way that can still be assessed, but also removes the anxiety of an all or nothing exam.
I am very lucky to be working with schools that are actively moving away from the traditional assessment approach and are embracing Project Based Learning. Teachers feel much more excited about projects than they do MC tests. The students feel the exact same way. Here are some quick start tips for those interested in using a PBL approach to the end of the year assessment.
1. Identify the areas of growth and content you want to see in students.
Every content area has benchmarks that we want to see students reach. Identify the most important ones and outline them clearly for the students. Provide examples of assignments and/or readings completed during the year that connect to them.
2. Create a rubric that outlines how each benchmark can be recognized.
Rubrics should clearly lay out each area that a student will be assessed and what is needed for the teacher to recognize their work. Rubrics are not easy to create and will take time to get just right. Do your best and talk to students to make sure nothing is vague to them.
3. Give students the freedom to explore different mediums when creating their projects.
The more freedom many students have, the better the projects you will receive. Some students will need very strict guidelines to follow and other will excel when given complete freedom. You know which students those are in your class. Keep that in mind while support them through the process.
4. Give time for students to present to the class.
Student presentations allow the teacher to assess them using the rubric and also serve as a nice review of the material covered in class. Seeing the content over and over again in different formats can really help all students retain the information.
I have done this with my students I have received some of the very best projects I could hope for over the years. Here is one example that used interpretive dance to connect characters we encountered in our readings that year,
There are so many amazing possibilities for students if we give them a chance to showcase what they know in ways that go beyond the traditional exam. I hope more teachers out there will take a chance on doing things a little differently this year.
If you have any questions about Project Based Learning and how you might bring it to your classroom or school, feel free to reach out to me. My Summer is filling up, but I still have space if you want to connect.
It has been a couple of weeks of first for me this month. I went to my first in person conference in two years. For the first time in a couple of years I got on a plane to visit a school to support their work with PBL and MakerEd. It has been a very weird experience. As I reflect on what stands out most to me about these experiences it is pretty simple, Connections.
I was excited to see so many friends at MACUL last week. These are people I hold dear to my heart and we have not been able to connect in person for so long. Sessions were great, but the connections with my friends are what really stood out. Connecting virtually is nice when you have to, but connecting face to face, that is something that is so very special. It didn't take very long for a group of us to be sitting around a table sharing the new tools we are using or the lessons we are trying out for the first time. We are friends, but we are educators always looking to share and learn as well. Those connections were so invigorating for me. I left the conference full of energy and new ideas that I was excited to share with as many people as possible.
I am in Jacksonville, FL this week working with Assumption Catholic School on their move to a PBL focused pedagogy with an infusion of MakerEd. I've been working with them this school year virtually and this is the first time I've been able to come to the school and check things out. I have been able to visit classrooms and see teachers in action. I held an after school session for staff and talked about PBL and what it can look like for teachers and for the students. I was able to hear their stories and be inspired by the work that they are doing every day. Again, at the end of the day, it was all about the connections. Talking to these great educators has been nice and it has helped them get started on their great work, but connecting in person is boost for everyone. Deep down, we all want to connect in some way. Seeing the students have so much learning about headline writing in social studies or exploring poetry in ELA makes me so happy because the kids were so excited.
I loved be able to present in person and see the reaction of the staff as I told stories. As a presenter, I have missed being able to "read the room" to see if I should spend more time on a topic or move a long. That connection that happens in the room if you are doing it right is so amazing and I didn't realize how much I missed it until I did for the first time after a two year break.
There are many great benefits to learning virtually and connecting online for PD, but nothing can ever replace the value of connecting face to face with friends and friends you haven't met yet to support your learning. I look forward to a busy Summer presenting in person across the country. Please take a moment and stop and say hi if I come to your event or you see me at ISTE. I'd love to connect and learn with you.
If you are looking for PD and support as your school explores PBL and/or MakerEd, reach out to me and we can see how we can connect to make that happen.
One of the things that people ask me about MakerEd is how does it support student wellness. Social Emotional Learning is becoming a very hot topic in education. For those of us who have been around for a while, we have always known the value of making sure students' Social Emotional needs are being met because they cannot learn unless they are. MakerEd is one of many different ways to engage students in learning and also support SEL.
From CASEL.ORG
When we look at the framework of SEL created by CASEL, we can see that there are elements that link directly to what good MakerEd lessons and projects incorporate. Let's take a look at Responsible Decision-Making and Self-Management.
When students are working on MakerEd projects, I emphasize the value of making good decisions about how they are going to structure their work time and how they are going to plan their project to make it possible to complete in the time allotted. Learning how to manage time for projects and how to make those decisions on their own are important skills for students to work on in school. Understanding that they will make mistakes, it is important to give them the space to make them and then coach them to learn from them and be better for the next time.
Group projects can be messy, but it is important to work on relationship skills in class. It is important to have students work with a wide variety of peers to help them understand where everyone in a group is coming from so they can grow as learners and people. Not every project should be a group project, but there should be opportunities for students to come together and work on a project that allows multiple ideas to come together to find a solution.
Projects can allow for students to think about the world they live in and how they fit in it. They can explore problems and consider the ways that they can help solve them on their own or with the support of others. SEL is not something that can be simply thrown into lessons and expected to make the mental health of all students better. It takes time and serious considerations to make sure that SEL is included in planning in a thoughtful manner. I've yet to find a worksheet that supported student SEL as effectively as a well crafted project.
After three weeks of working with the Flex Farm from Fork Farms, I was able to put together this video using Premiere Rush from Adobe. I was able to take the photos from the past three weeks and add them to the application. I was quickly able to add transitions, title slides, and music. The music options were amazing. I could type into the search bar and there were so many different options for music. I discovered that they have tons of sound effects as well. I was flooded with ideas after hearing some of them. I could create some very fun videos in the future now that I have access to this amazing library of sounds.
When I was done, I exported as an Instagram video and it formatted everything for me in an instant. The file was saved on my computer and the files are in the cloud.
I think there are so many parts of Adobe that people do not explore because the assumption is that they are too difficult to learn to do something simple. There is still plenty for me to learn using Premiere Rush, I was able to create something that was able to share what we have been doing in our school with the Flex Farm.
Here is a quick look at the workspace of Adobe Premiere Rush. I love a simple and clean UI. Too many tools always overwhelm me and PR does not do that to me. I wish I would have tried using it sooner.
Here is the finished video showcasing the growth over the course of three weeks using the Flex Farms.
If you have any questions about using Adobe Premiere Rush or how the Flex Farm could work in your learning environment, please feel free to reach out to me.
One of the things that I have advocated for when talking to people about Project Based Learning is the need to reconsider how we assess growth. As an ELA teacher, one of the most common practices was the manila folder where students would keep their assessed writing. The idea was that they could go back and see how they have grown from one essay to the next. Another traditional format is asking students to keep a binder of everything they have done in class and hope their water bottle doesn't explode in their bag or lose it completely.
Those are traditional examples of portfolios that many of us have used for years, but maybe never actually called a portfolio. As I shifted more to project based learning and created my design classes for 6th-8th grade, I needed a way to assess student work that also allowed them to hold on to it and see their own growth over time. Adobe Spark and Seesaw have been two apps that have really helped me accomplish both of those objectives.
As a school, we use Seesaw as out main portfolio tool in the Middle School. I like it so much, that I also use it with my high school Mechanical Engineering class. It allows for teachers to create classes, create activities in those classes, and it allows for students to post their work to those activities to demonstrate their understanding of the material covered in the activity. What is really nice about Seesaw is that is allows for video uploads, image uploads, and recorded annotation. Students can spend multiple classes creating a project and then upload images of their work to the Seesaw with a provided narration that explains what they did and how that demonstrates their understanding. I have found that by adding Adobe Spark to the mix, you can take the portfolio to the next level.
Adobe Spark is free to all students and allows for the creation of images, slideshows, and websites. All of it is hosted and stored on their account. They can download their content and use it as needed. What I love about Adobe Spark is that it gives students access to amazing creation tools that have normally been reserved for art departments or design departments. I have students that love to use Adobe Spark to create different templates and styles to showcase their work and then they upload it to Seesaw. Some have used websites to store all of their work as they progress through the trimester and share the link on Seesaw. Adobe Spark adds an element of versatility to the use of portfolios in the classroom.
Due to privacy issues, I cannot share any of the work that students have created with all of you, but here is some of the work I have done using Adobe Spark to give you a sense of what it looks like. This is template I created in Adobe Spark that students could use if they wanted to showcase their work at the end of the marking period. You can make your own copy of this template by following this link to my library of templates.
What I think is most important is helping students understand the value of looking at growth over time. Where have they started and where are they now. It is so important to remind students that everyone is on their own learning journey and are at different points than their peers. Having a portfolio that allows students to truly see their growth is a wonderful way to keep the hopes up for those students who might feel like they are not where they should be in class. Using Seesaw and Adobe Spark has really allowed for some great conversations with students about growth. I will continue to be an advocate for project based learning in the classroom because I have seen how it impacts student learning. Seesaw and Adobe Spark are just more resources that showcase how important PBL can be.
If you have any questions about Seesaw, Adobe Spark, or Project Based Learning, please reach out on my social channels.
Assessments are a big part of any class, but they are sometimes misunderstood. When people hear the word assessment, they think of a test. A test is an assessment, but not all assessments are tests. This is very important to remember as a teacher. There are multiple ways for a teacher to assess what a student has learned during class. That is why Project Based Learning can be a valuable tool for assessment.
When a Project Based Learning assignment is given in my class that gives students latitude to create a project that demonstrates understanding in a way that is meaningful to them, there can be a wide variety of projects that could be submitted. That leads to a common question from teachers,
"How can you equally assess a wide variety of projects?"
The answer is simple as well as a bit complicated. The simple part is rubrics. Rubrics can be written in a way that don't focus on the tools that are used to demonstrate understanding, but focus on the concepts that the students are trying to convey. That part is where things get complicated.
Rubrics are not an easy thing to throw together. I wish I had more instruction on rubric creation in college. That would have helped me so much in my journey. One of things about rubric writing that needs to be embraced is that the first few rubrics are not going to be great and you will have to get used to adjusting them to ensure they are assessing the correct things and awarding points.
One of the very first rubric creators I used was Rubistar. It allows for the creation of multiple columns and rows that can be filled with language they provide or edited language that better fits your needs. After reading a novel in one of my ELA classes, I might create a rubric that focuses on the student's ability to demonstrate understanding of themes, symbols, motifs, etc. When it came time for student presentations, it was easy to have the rubric in front of me and check off the boxes that matched how they demonstrated understanding. I would jot notes down and then discuss the rubrics with the students the next day.
I have found that as the year went on, the students became more comfortable with the rubric structure and improved their projects over time based on the feedback that was given. That growth is what you are looking for in a class and the rubrics support that growth.
In terms of adding a grade to the gradebook, assigning points to each row and column can be difficult and it is important to try and balance the rubric so one aspect does not make or break the entire project. Also, avoid adding columns/rows that focus on non-instructional issues. For example, do not award/deduct points for "neatness" or "turned in on time" or any other concept that is not about understanding the material. I created some terrible rubrics in my early PBL days that gave too many points for things that focused on the aesthetics instead of the content. Rookie mistakes I hope this post can help you avoid.
Rubrics opened up a world of communication with my students because it allowed for specific feedback that created better conversations when we were able to sit and discuss their work. The back and forth about the final project were strong because of the rubric and the fact that I was there with them throughout the process.
If you are exploring Project Based Learning and are worried about assessment, that is natural, but do not let it be the reason you do not give it a try. Below are some resources that can help you on your journey.
IUPUI - Creating and Using Rubrics - This site has a link to a bunch of other sites to support rubric writing and provide some great examples. Check this out if you are serious about using rubrics for assessment.
Welcome back to the next installment of the PBL Q&A posts where I answer commonly asked questions about Project Based Learning. You can find the first post here if you want to catch up!
Another set of common questions I receive about Project Based Learning has to do with group work. Here are three of the most frequent,
1. "Should I assign groups or let students pick them?"
2. "What if a student doesn't want to work in a group"
3. "What do I do if I have students working in a group and one of the students is not doing the work?"
These are very tough questions to answer and can cause lots of stress for a teacher, especially if they are new to Project Based Learning. Let's unpack these questions and see what we can do provide some support when you encounter these in your classroom.
1. To assign or not to assign...
Group work is tricky because most of the time, it comes down to the chemistry of the group. As a teacher, if you do not know your students very well, assigning groups could be disastrous. The inner workings of the social structure of your students group might not be evident and conflict could pop up if students are forced to work together in groups. I have found that the start of the school year leans more toward student selected groups with some minor teacher intervention as needed.
Like all things school related, the age group of the students is important to consider. High school students are much better at choosing their own groups than middle school students. In my experience, having an honest conversation with students about choosing partners for projects really helps set the tone for the rest of the year. I explain that it is great to work with your friends, but you need to be able to trust them to do their part. I had friends that were great friends, but terrible work partners for projects. High School and Middle School students respond well to these conversations. Ultimately, I tell students that they can pick their groups and I will only get involved in extreme situations.
An extension of this part of the process focuses on the students that are not asked to join a group and this where it is important to really know your students. I have found asking a group of students to include the one looking for a group to join to invite them in is often very successful. I have seen amazing friendships blossom because of this approach. Other times, there are students who are not included in groups because they have a history of not doing their work. This issue leads to question 2.
2. Flying solo in group work
Many people find it hard to believe, but I am an introvert in many ways. Large scale group projects are not always my things and I only enjoy them if I can do my part of a larger project on my own or I am working with a close group of friends that understand my eccentricities. We often forget about our introverted students in the classroom in a rush to have everyone socialize and have "normal" interactions in the classroom. Sometimes it is ok to let the "quiet kid" stay the quiet kid.
Every lesson I have created that has a PBL element allows for the flexibility to be completed as a solo project. Every project has the opportunity to be expanded based on the number of students in the group. For example, if the average group size was three, an assignment for a novel we read might ask for 3 examples of theme and three examples of symbolism be showcased in their project. That would break down to each student being responsible for a theme and symbol example. If the group had four students, It would be up the examples to four. I tell the students that if they want to add more students to the group the work, and the expectations, go up. Group work is not about packing in as many bodies as possible to reduce the workload for everyone. After a certain number of students, there are diminishing returns.
For the student that goes solo, I will have a conference with them and see what we can do to adjust the assignment for them to meet them where they are. There are so many different reasons why a student might want to go solo for a project. I think it is important to have conversations with your students to find out where they are. I have had students tell me they are working the late shift the next two weeks to help their family and can't work in a group because they'd never be able to meet up with them. Some have had serious anxiety issues that make it difficult to connect with others outside of the classroom. Having these conversations with students is important because it will inform you on how much you will nudge them to work with other students.
I've encouraged students to push themselves to work with other that might not be in their friend group and see how different ideas can come together to create some interesting projects that really push their thinking. There have also been times when the group got the work done, but it was not an awesome experience. That is the reality of group work sometimes and it is important for students to understand that as well. Sometimes group work does not work the way we want it to and that leads us to questions 3.
3. Carrying the group
The toughest part of group work is when someone in the group is not doing their part. It is important to be upfront with students at the start of the year about the process that is in place when students are in groups and they feel one of their partners is not doing their work. Every teacher needs to create a process that is good for their students and must be comfortable adjusting it from class to class as needed. Here is the process that I had in place for my classes,
Student Responsibility
1. Talk to your group member to see if they need any help with their part of the project. Encourage them to see the teacher if they are having trouble getting started.
2. Privately talk to the teacher if you feel the project is getting close to the end and a group member has not completed or started their part of the project.
Teacher Responsibility
1. Once a student has had a conversation with you about the lack of progress, go over to the entire group and check-in with them about their progress. (Note: Hopefully project check-ins are a normal part of your class period while students are working on projects so this should not seem weird.) Ask each student where they are at and if they need any support. This is usually when you will see that a student has not been doing the work needed for the group project.
2. Have a private conversation with the student to see what type of support they need to be successful for the project. Some many things can be going on in a student's life that a school project is not a priority. This check-in can inform the next steps.
3a. The student was just stuck on an idea and was afraid to let their friends know. You help them get started and they are back on track with the rest of the group. An extension can be given for the whole group if the student needs a little extra time.
3b. The student needs to work on their own because of personal issues. The project is adjusted for the student so they can be successful and focus on the project in a way that does not add to the stress and anxiety they are already facing. Consider reaching out to other teachers and the appropriate school resources depending on the severity of the personal issues. The project is adjusted for the group as well as so they can focus on their work and not worry about the loss of their group member and the work they needed to complete.
3c. The student says they will get it together after the talk and shows some progress. Unfortunately, they do not finish their part of the project and the rest of the group is worried about their grade. Luckily, the project can be assessed based on the different parts that the students completed as individuals and their grade will not be harmed because a member of their group did not complete their part.
This last part opens the door to the next question I will write about next week that addressed the grading of project based learning. Here is a hint, it involved rubrics!
Every project in every class will present teachers with a new problem that has to be addressed. Group projects can lead to some amazing leaps in learning. Some can be downright disastrous. I will leave with a project from a group that I was worried about, but managed to pull it together and blow the class away. I present to you, The Great Gatsby Rap
If you have any questions, please feel free to leave them in the comments or to message me on Twitter @TheNerdyTeacher
I've decided to start a series of posts based on the common questions I get from teachers about Project Based Learning. There are some commons problems that teachers encounter when using PBL in the classroom and I thought I would help address them. Also, there are some misconceptions about PBL that some teachers have that prevent them from embracing it in their classroom. I will also talk about those and hopefully clear up confusion about them.
Problem #1
"I feel like I don't have anything to do when students are working on their projects."
There is this feeling that teachers that use PBL in the classroom are not "doing" as much as teachers using a traditional lecture approach to instruction. This is both correct and incorrect. During PBL in the classroom, you should not be spending much time lecturing. In a sense, you are doing less in terms of lecturing and that is why it might feel like you are not doing as much.
During PBL time in the classroom, since the teacher time is not dedicated to lecture, it should be dedicated to engagement and conferencing. While it might not be possible to conference with every student in one class period, it is possible over multiple periods. Start with the students who might need more attention and work your way around the room. The conversations are good for helping students fine-tune their project or get support in other ways from the teacher. It is also an opportunity for the teacher to get to know the students a little better as they explain their approach to the project. You will find that you are busier checking in with all of these students than just standing and talking to the class for an entire period.
The difference in these two approaches is they type of engagement that happens in the classroom.
The teacher speaking and the students listening is passive engagement. Even then, you cannot be sure if a student is even passively engaged because they might be looking at you, but you can't be sure their focus is on what is being said. Passive engagement does not work for many students. They need something more from the class if they are going to be successful.
When the students are working and the teacher is moving around the room, you have active engagement. Students are researching, designing, building, and are otherwise engaged in different ways. The teacher is physically moving around the room and engaging in conversations with students to learn about their projects and offer support as needed. You can see if students are actively engaged because they will be doing something or talking directly to you.
Project Based Learning is about giving the students the chance to explore and learn in ways that are meaningful to them. As a teacher, it is important to fight the urge to just become a passive member of the classroom during this time. Get up and engage the students in their work and you will find that you are "busier" than the times you lectured for the class.
Come back and check out new posts on PBL. If you have a PBL questions, send it to me and I could make it the next post! You can find me on Twitter and Instagram @TheNerdyTeacher.
One of the things that stands out most to me as I work with schools is how easily teachers make the connections to #MakerEd once they embrace the ideas of Project Based Learning. I see a repeat of what happened to me as an ELA teacher 7 years ago.
I worked with my Media Specialist to construct a Makerspace in the library so students could have access to a wider variety of tools for the different projects we were doing in my classes. I wrote grants and spent lots of my prep time in the space trying to figure out exactly how this whole thing was going to work. At one point, another teacher asked me I was spending so much time working on a makerspace because those are for Science classes. I tried to explain how a PBL approach lends itself to the use of makerspace, but it was hard for them to grasp because they did not practice PBL in their classroom. However, once they took their class down there for the first time to explore the space and see what students could do for their first PBL lesson, it clicked.
It can be tough to see the connection between a makerspace and PBL right now if you are not implementing PBlL in your classroom. That is why I advocate for taking baby steps. Start with a little PBL and see how students can create artifacts to demonstrate their understanding and your involvement with MakerEd will slowly grow.
I encourage everyone out there interested in MakerEd and PBL to start exploring PBL and how you can use it in your classes. From there, you will naturally start to see how MakerEd works into your classes. Lastly, when it doubt, do not hesitate to reach out to people who have done it before. I love connecting with educators and working through these struggles. We are all better together and I'd love to chat about PBL and MakerEd with you.
I have received Covid-19 shot and have a limited travel window this Summer, but I am still booking PD opportunities with schools and districts. Slots are starting to fill up, so please reach out and we can make something work in person or virtually.
On a side note, this is my 1,000th post on TheNerdyTeacher and that is crazy to think about. I've been very blessed to work with teachers all over the world because of this little blog. I look forward to the next adventure.
One of the things that I have seen while working this year was how important it has been for the student to create things in class and at home. With extra screen time and the inability to collaborate like they are used to, being able to create things has helped students feel engaged in the classroom.
I spent the past two weeks presenting at TCEA and FETC sharing the amazing things that students are capable of doing when they are given a framework that encourages them to make things to demonstrate their understanding. Students have made digital and physical objects to showcase learning and students at home feel more connected to the class when they can create and share.
My students will be designing mini-golf obstacles that others will be asked to code a Sphero through in the fewest moves. Students will be showing me their design skills and their coding skills for this specific lesson. I am very proud of the work they have been able to do during this pandemic and really want to encourage your to consider giving students a chance to create in your classroom.
Sometimes, teachers feel the pressure to try new things and think they have to redo all of their lessons right away. That's not true. I'm asking you to consider trying one lesson that will encourage students to create something to demonstrate their understanding of the content. This can be digital or physical. Embrace that it will not be perfect and that you will be learning with the students. Heck, do not even grade it and really let the kids have a go.
We are in a time where trying new things should be encouraged by administrators and teachers should look at the educational landscape and try something that has always interested them. I'm an advocate for PBL and MakerEd because I see the positive impact it has students every day. I want more students to have this experience.
If you have any questions about implementing PBL and MakerEd, please reach out and we can make it happen.
It might seem silly, but I feel like everything has an anthem. A song that represents the essence of that particular thing. It is not the same song for the same thing for everyone, but it is a song that connects a person to that thing in a personal way. There is one song that is my Project Based Learning and MakerEd Anthem that I want to share with you. It is playing on my Instagram post on a project that I finally completed after multiple design and prototype failures.
It might seem silly to some people, but this song just gets me going whenever I hear it. Sometimes, I play it in class for the students before a project. The song might be too on the nose about trying and failing, but I still find it inspiring. Do you have a song that you love that is your anthem? Share it on Twitter or in the comments below.
One of the things that stands in the way of many teachers engaging in Project Based Learning is finding out where to start. Not knowing where to begin can paralyze people and prevent them starting and that is a very normal thing. Also, there are so many resources out there, it is easy to be overwhelmed by it all and just stick to what you already know. I wanted to share a little bit of help on where to start when it comes to project based learning that I know has helped me on my journey and has worked with other teachers I have coached.
1. Do not focus on your entire curriculum
One of the biggest mistakes teachers make when exploring PBL is thinking about their entire curriculum and how it can be converted to a PBL approach. Not surprisingly, that be overwhelming and things top before they get started. Start with one lesson. Pick one lesson that you have been thinking about revamping and take another look at through the lens of project based learning.
2. Identify what students are supposed to know by the end of this lesson
It is important to have a clear idea of what you expect students to know at the end of the lesson. These clear objectives will be needed by the students as they explore the ideas and create something to demonstrate understanding.
3. Ask yourself this question, "Is there something students could create that would demonstrate understanding of this material?"
Not every lesson is perfect and easy to convert to PBL. In ELA, it was easy to have students focus on themes, symbols, characterization, etc when creating projects for a novel or short story. Doing it for a grammar unit, for me, would have been a tough place to start. Everyone knows their strengths as a teacher and should focus on those when starting something new like PBL.
4. Consider how you will assess the projects
If you are required to grade all of the work done in your class, consider using a rubric for PBL. It is a great way to provide feedback and let students see where they can grow and what specific expectations they are expected to meet for each level.
If you are not required, just let the kids have a go at the project and see the things that students create. Sometimes, you can get a better idea of how to assess in the future by taking a non-assessment approach for the first project.
5. Let the students know you are trying something new
I always let students know when I was trying something new in class and let them know I would like their opinions when it was done. I also told them I might pivot quickly if the lesson is not working. The kids respected the fact that I was willing to try something new and liked that they would get to try it out. Sometimes kids like to be guinea pigs for lessons. Some of the best feedback on lessons has come from students over the years.
My last bit of advice on getting started with project based learning is to be ok with failure. Exploring PBL in the classroom is really no different than implementing any other new lesson into the classroom. Sometimes you hit a home run right away and other times, you strike out. Either way, you get back in the box and try again.
If you have any questions about Project Based Learning, feel free to reach out and I will see how I can help.
I have written many posts on Project Based Learning and have recently written a book about using it in the classroom. None of them cover the value of a PBL during a nationwide shutdown of schools to prevent the spread of disease. With all of the talk about distance learning and how are teachers going to manage classrooms and instruction for the next 3-4 weeks, people are too focused on trying to do what is done in the classroom virtually. We can't repackage what is already done into a digital format. That is a recipe for disaster. We have to embrace the change in environment and adjust our pedagogical practices to create successful learning opportunities for our students. Here are some thoughts on how you can do this.
Why:
1. Your curriculum is so much more flexible now
One of the things that will hold teachers back is the feeling that they are at specific point of the curriculum map and they need to build virtual lessons around that specific point. That boxes you into a corner and will lead to very stunted lessons. Look at this as an opportunity for students to dive deeper into areas you have already covered or shift to new areas that will grab a student's attention. Doing what you were already doing will not get students engaged. Look for something new.
2. Students are not going to sit and listen to you talk to them for 40 minute classes
The absolute worst thing you can do at this point is have students log in and listen to you for 40 minutes. Nope. Don't do it. I read once that YoutTube measured that the average watch time of a video is around 4 minutes. After that, people move on. Now, I'm not suggesting that you only talk to your students for 4 minutes, but I will ask you keep in mind that students have a world going on around them and listening to their teacher for long periods of time on a device is not the best way to go about instruction.
3. Students are going to explore learning on their own anyway
Students are going to be bored. They will have their video games and other things to keep them busy, but a full day over and over again with the same thing will get tiresome. Students will need the structure and the guidance. They will love discovering new things and will want to share it with people outside of their home.
4. Create independent life-long learners
Students need to be able to identify things they want to learn and figure out how to learn it. That is what adults do every day and that is not something that everyone has naturally. Helping students find information to help them learn things they are interested in is a great job for teachers right now.
5. Students ain't got the time for this
Please do not think that students will have all of this structured time to sit in a seat and do school at home. There are so many crazy dynamics at every single house that it is foolish to think kids will have large junks of time to sit and listen to teachers for 7 hours over the course of a day. Lessons needs to be created that allow students far more independent time to explore and learn with smaller windows dedicated to checking in with the teachers to share their learning.
6. Portfolios are more important now than ever
Now is a great time for students to start a portfolio of their learning if they don't have one. We use SeeSaw at school, but a Google Drive folder or even a manila folder, are perfect for storing the work that students create so they can share it later. Whatever you use, a portfolio offers the ability to store artifacts that they created to demonstrate their understanding of different parts of the curriculum.
How:
Approach 1
Identify a part of your curriculum that you want students to explore in depth on their own.
Provide them some links to resources that can help guide students to finding the information they will need for a deep dive and encourage them to explore other resources they find on their own.
Give students the freedom to create some sort of artifact that demonstrates their understanding based on the research they did in class.
Use virtual class time to check in with students and hold office hours to guide students who might be struggling to find information or create their artifact. Everyone should check in, but keep this time short and sweet and only request those students who truly need the extra support stay a bit longer for check in.
Have students post shots of their work in progress. These snapshots will provide a little insight into what they are researching and the artifacts they are creating.
Have students present their work to the class when the deadline has passed.
Do not worry about grades! Going ungraded during this time seems crazy, but students will do the work and try more complex artifacts if they are not afraid of failure.
This is a good option if you are under pressure to have your students stick to the specific curriculum.
Approach 2
Ask your students what area of your content have they always wanted to learn about in class.
Tell students they can make a proposal about what they want to learn, how they are going to learn it at home, and what artifact they will create to demonstrate their understanding of the content.
Use virtual class time to make appointments with students to discuss their proposals and help them fine tune it.
Set a reasonable timeline for students to complete their research, learning, artifact creation, and presentation.
Use the virtual classroom time to check in with students throughout the project. Have students share what they have learned and show some artifacts.
Set up presentation times for students during virtual class time so they can share what they have learned with the entire class.
Do not worry about grades. Let the kids explore, learn, and share.
This is my preferred approach because it gives the students educational freedom to explore what interests them. It is what learning is supposed to be at its core and we want to promote this aspect of learning as much as possible.
When it comes to tools you can use to accomplish this, there are plenty out there, but I am guessing your district has some in place that are perfect for this.
Google Classroom is a great tool to use to share all of the information the students will need and keep a running chat of questions and answer students might have.
Google Drive could be used as a portfolio for students to keep the work and research that can be easily shared with teachers.
SeeSaw is a wonderful portfolio tool for students to share their artifacts with the classroom and allow for feedback from the teacher.
Adobe Spark is a free tool that is perfect fo digital creation. Static images, websites, and short video are perfect for students looking to create digital media at home.
These are just a few thoughts on why and how to use PBL in your classroom. Please do not hesitate to reach out here, on Twitter (@TheNerdyTeacher) or through email (OneNerdyTeacher@gmail.com) if you have any questions.
Sending you virtual hugs and high fives during this trying time,
One of the things I have seen shared on the Internets and in schools I have visited are signs by classroom that share what a teacher is reading to show students that everyone reads. I have always thought that was nice and I would share what I was reading in my classroom on the board. As I have shifted to my role as a Makerspace Director, reading has not become less important, but I wanted to share more than just my reading selections. I decided to put a maker twist on the currently reading boards.
This is a board that hangs outside the Prototyping Room of the Knights Forge Innovation Lab. I made one for each classroom teacher and they use them for various things. I thought it would be perfect for "What am I making?" updates. Too often, students think they are not creative because something like drawing or playing an instrument does not come easy to them. Creativity is so much more than the traditional arts. Teachers are the same way. How often have you said, "I'm not really an artist or I'm not very creative to your students"? We are all creative in our own way and we need to show that to our students.
I am currently in the process of making a shelf and some wall hooks to manage the cables behind the new Newline board in our commons. The shelf is installed and I am designing and printing the wall hooks right now.
You can see that the cords are a bit of a mess, at least for my taste. Some wall hooks that can organize the flow of the cables will settle my anxiety a bit. ;-)
I would like to challenge all of the design teachers, arts teachers, maker teachers, or any teacher really, to create a "What I'm making?" board and share it on social with #WhatImMaking. Tag me in it and we can show everyone what we are making and how we are all creative.
Anybody that knows me, knows that I love to tell a story. I also love hearing a good story. There is something so beautiful about the exchange of stories between groups of people. People think that stories are only verbally shared between people and that is not true. Look around you right now and you might not notice it, but you are surrounded by stories. Everything ever made has a story. It is a very cool way to look at the world. When young makers come into the makerspace, I want them to not only think about what is going to be made, but what story is the piece going to tell. Making, whether it is painting, coding, knitting, etc, is part storytelling. It is why there are such large and supportive communities dedicated to making various things. I have become part of the Turning and Beginners Woodworking communities on Reddit and it has really made me appreciate the amazing work being done by others and the stories that are shared. As we look at the different ways we want to engage our students in learning, storytelling is a wonderful approach. Give the students a chance to create something amazing and have them tell you the story of the learning that happened through the piece. That is what we want to see in the classroom. That is the type of education we need in the classroom. We have gone decades focused on creating consumers. It is time to support our students as the storytellers they naturally are and let them create amazing things.
Project Based Learning really changed everything about my classroom. It is one of the best approaches to instruction that I have ever used in the classroom. If you want to learn more about Project Based Learning and implementing it in your school or classroom, feel free to reach out to me or you can check out my book, Beyond the Poster Board.
1. Go to Amazon and purchase my new book, Beyond the Poster Board.
2. Read the book.
3. Write an honest review of the book on Amazon.
4. Screenshot your review when it goes live.
5. Tweet the screenshot making sure to tag me, add the link to the Amazon page, and the hashtag #BeyondThePosterBoard
A winner will be chosen at random. I will DM the winner and mail my other two books to you when the contest is over.
In my early years of teaching, I struggled to find the lesson that would engage the entire class. I envisioned this scenario where I created the ultimate lesson and every students was engaged in what I created. I have often referred to this magical lesson as my "white whale". It wasn't until I had many years under my belt that I realized that the type of lesson I was searching for did not exist and I should just accept doing the best I can to get the majority engaged. It was discovering what Project Based Learning truly was that made me come back around to my "white whale" hunt and get so much closer than I have ever gotten before.
With project based learning, students were able to explore the content in ways that were meaningful to them. They were able to create artifacts that explained what they learned using skills they had. It was removing all outlined activities from my assignment that led to higher student engagement. My job was to support students with the content. Help point them in the right direction and steer conversations n class if it was needed. Dictating every aspect of the assignment was what was leading students to disengage with the material before the assignment even started. They knew they would just have to jump through hoops at the end and they did not want to jump. By allowing them to create their own hoops, not only were they willing to jump through them, some would do backflips and twists through them because they were so excited to do them.
The minute you start to give students ownership of their learning through project based learning, student engagement increases. It is not an easy process to convert all of your lessons to embrace project based learning. That is why you do it one at a time slowly rebuilding your assignments to allow for students agency. It took me a few years to get the all of the lessons I wanted replaced with strong PBL assignments. Once I felt comfortable with what I had, I have been able to add new assignments and change things around as needed.
Students who would be considered struggling learners or students with learning challenges excelled in class because they were able to learn and create at their pace using their unique skill set. When we can remove barriers to learning, we can increase student engagement. By allowing students to take control of how they learn and how they demonstrate what they have learned, they can fully engage in the learning process.
I would love to hear about the different ways that you have implemented PBL into your classroom. Shoot me a tweet or an email (OneNerdyTeacher@gmail.com) to share.
Project Based Learning really changed everything about my classroom. It is one of the best approaches to instruction that I have ever used in the classroom. If you want to learn more about Project Based Learning and implementing it in your school or classroom, feel free to reach out to me or you can check out my book, Beyond the Poster Board.
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