I am a teacher who is very interested in trying to think differently about how we do education. I love the idea of real work that meets a real need for a real audience.
Project Based Learning has become an idea that is growing in popularity in the branch of Christian schools that I work with. When Hamilton District Christian High first developed it's Teacher Academy to train teachers to do this well I was quite interested in getting involved.
But it's a few years later and I still haven't attended the Teacher Academy at all.
I've been struggling to understand why.
Now don't get me wrong. I happen to think that PBL has a lot going for it. When my principal says that this is what our school is going to do, I get behind it and engage in the work. I've done a few projects now and I'm learning more and more about how to do it well. But I have not become an evangelist for the topic. As powerful as PBL can be I'm not out there pushing to see it adopted as much as possible.
A recent conversation with a fellow educator has finally given me clarity as to why.
PBL does not directly disrupt the factory model of education.
I've mentioned before in this blog how much I detest the fact that we educate students in batches based purely on their birthdate. I think we dishonour each child's unique God given individuality in that system. I am most invigorated by the tools and ideas that directly challenge the foundation of the factory model.
I think that PBL can and probably should have a role in what a new education system looks like. But I also am watching PBL be used to reinforce the silos in our schools instead of tearing them down. PBL is not being used as a disruptive innovation, but a sustaining innovation.
I will happily continue to develop my skills as a teacher using PBL and will continue to learn more about how to do it well. But I'm not going to champion it or evangelize for it.
It isn't the killer app that will take down the factory model. And that's what I'm looking for, assuming such a thing even exists.
This is my professional Blog where I share my personal thoughts on education.
Interesting blog. Couple comments if I may:
ReplyDeleteFirst to clarify, the Christian Teacher's Academy isn't HDCH's, it is its own entity. And you are welcome to still come, attend and learn with like minded and like hearted people, it is really quite something.
Second, the real magic of PBL, regardless if you think it is an innovation that matters or not, is when the learning is about the student; not the teacher or school. PBL isn't for teachers, or for schools, or for systems, it is for students and their learning. It isn't an app and when it is exceptional it is a different way of breathing, you are transformed, you can't turn back and your students can't forget. Now, you are right in your suggestion that PBL can be considered a sustaining innovation or simply a theory. Some have called it a tool in a tool belt, suggesting that it can be used for the days when we (teachers) want to use it. However, it has been my observation that instead of considering the tools lets consider the tool belt itself. What if how we did projects was indeed the tool belt itself and every other tool rested securely in that belt. It would be a different belt all together. Maybe the other distinctive difference you might consider here is the difference between PBT (Project Based Teaching) and PBL (Project Based Learning).
Third, regarding your comment about innovation. I wonder if you might agree that on one level anything we 'choose' to do in our schools could and should be considered a sustaining innovation, because the operative word is still 'school'. However, what if, the learning theories and community practices are not about sustaining schools, but rather influencing learning. What if PBL, RJ, Differentiation, Flipped Classrooms, etc. didn't work to make better schools, but rather made for exceptional learning. I'd suggest that the most innovative schools are still schools, and that to me is perfect.
Lastly, what is difficult to determine in your post is how you define innovation. Using this word assumes a lot and you have described two different types. However, you don't actually define innovation, what do you mean when you use this word?
Nathan
Nathan,
DeleteThanks for your comment! Lots of things to think about!
I know that if I was at the Teacher Academy that I would have a great experience and would learn a lot. It won't happen this year though. Who knows what the future will hold.
I do think that PBL is an innovation that matters. I would love to see what a school that used it as the "tool belt" looks like. Can you explore for me what you are thinking about when you say PBT (Project Based Teaching) and PBL (Project Based Learning)? I would enjoy hearing your thoughts on the difference.
The definition of "school" is where my problem lies. My great struggle is with the factory model where, to quote Sire Ken Robinson, the most important thing about our kids is their date of manufacture. I am most interested in looking at how we can disrupt the age cohort structure of school. It's those thoughts and ideas (tools or toolbelts) that drive directly at the age cohort structure that I am most interested in. PBL can have a role in tackling this challenge (and should I think) but it also doesn't directly challenge this particular problem.
In terms of the word innovation, most of my thinking about innovation is driven by Clayton Christensen's work on the topic. I've read most of his published work and that's what's influenced my thinking heavily.
Alex,
DeleteNice response:
1. you still haven't defined what innovation means to you. once you define innovation, I will better understand your mission for school 'change'.
2. what i like about the word 'school' is that it does have a definition, and what I like more is that this definition is pretty arbitrary. Ken Robinson has his definition of 'school' and there are schools doing what he suggests. Tom VanderArk, has a tour of the top ten innovative schools (according to him) in America and these are places to go and see all sorts of innovations, or might I say definitions of school. What I challenge you to do, is define 'school' for yourself and then pursue it with passion. My guess is that you will stop thinking about innovation and innovating and you will shift your thoughts towards learning.
3. I'll let you or the other education thought leaders figure out the difference between PBT and PBL, I'm sure its googleable.
4. Lastly, I will wait to see your registration for the Academy.
Have a great day.
Thank your for more food for thought!
Delete1) I haven't given much thought to a personal definition of innovation. I've been reading Clayton Christenson's "Innovator's Dilemma", "Innovator's Solution", and "Disrupting Class" and those have driven most of my thinking on the subject. He is far more knowledgeable and articulate on the subject than I.
2) I couldn't agree more. Learning is what it is really about! But I don't have a definition of what "school" is yet. I have a few pieces of the puzzle but not all of them.
4) You won't see my application this summer. Way to many commitments. But we'll have to see what next summer brings.
God bless!
Alex, I am very familiar with Christenson's work, the books you list and the work of the Christenson Foundation. He does a good job describing many different types of innovation. I just think that word buzzes more than it should. I am uncertain if we should be pursuing innovation as something to be titled. I'd rather someone refer to something as innovative instead of pursuing it.
DeleteDoing school is a bit like building a sandcastle, you have a beach, tools and conditions. And when you leave you hope it's there tomorrow. But even the best sandcastle builder, knows there are tides that might just wipe it out. From my vantage point, there are a lot of really nice sandcastles.
Have a good weekend.
I see your blog post and I raise you a driving question, "Can Project Based Learning directly disrupt the factory model of education?"
ReplyDeleteSee what I did there? See how much fun that is? Wink. Wink.
Kidding aside my personal experience has been that PBL is well matched to some courses (like computer science), and though exciting and great for others (french), it can be a bit of work to implement well (for me, I'm assuming other have done it well).
Now that is a PBL project I can totally get behind!
DeleteI have greatly enjoyed my experiences with PBL. I've had a lot of fund doing what I've tried so far and I think my students have learned something. It has taken an awful lot of energy to implement though!