Constructing a PBL classroom... the first weeks of school

Hi Amy,

Here's how I started building the classroom this year:

I started this year by asking students how they wanted to be treated. They then made classroom agreements, and voted on the top 3. I found post-it notes in the shape of a star, and they each individually wrote 'I commit to these agreements' and then signed their name (I told them to do this when they were ready and willing to commit... not because they had to). They stuck their stars on the poster, and I laminated each class' poster. I have one rule: "You may not do anything that causes a problem for yourself or others, including me. If you do, I will do something about it." I explained to them that since they're all different people, I will respond individually if they do act in ways that aren't building a positive learning culture. So far, I haven't had to do anything other than talk individually with a student about being tardy, or about getting work done. I'm finding it very helpful if I explain my reasoning for asking them to do something. They're usually cooperative when I share my reasoning.

This is more of an SEL approach. However, SEL and PBL support each other.

Now I'm wondering how to set up effective project work. We just completed a first small project (students designed 'sustainable cities' based on scientific technology that's being invented as we speak), and there were effective aspects, and ineffective aspects of the project. Students said they enjoy working on this project, and a lot of their cities are beautifully made... filled with thoughtful details. I don't feel that I set up effective SEL structures, and smaller structures that set each group member up to be working all the time.

One structure that was really effective was writing the steps of the project up on the board. Ex:

1. Sign group contract
2. Divide up articles
3. Read and highlight articles with a question in mind (comprehension tool we're using)
4. Communicate what the articles are about to all group members
5. Complete caption sheet
6/7. Design rough draft/Complete caption sheet 2nd draft (they were in groups of 4, and they split into teams of 2 for these steps)
8. Final copy
9. Celebrate!

I gave each group a sticky note and they wrote down everyones' names. Then they went to the board and placed it on the step they were on. When they completed a step they moved down their sticky note. So it acted as a check-off list for each group, and for the class as a whole. My students were referencing the board to figure out what they needed to do next, instead of asking me.

Hope this helps!

Anyone have success with setting up SEL structures in PBL groups? How do you do it? PBL seems to lend itself to teaching communication and collaboration skills.

Also, how do you design clear objectives into the work students are doing? How do you design well-structured (and authentically structured) groups?

Thanks,
Rachel

Thank you! Which blog post is it?

I think there should definitely be concrete goals to projects! In my experience it helps students know what is expected of them.

I spent 2 days on classroom agreements (student-generated) and community-building. I'd like to have spent more time, but we were supposed to start into content after that. What I'm now attempting is to integrate SEL, community building, and the classroom agreements into the content. I think PBL can be a great vehicle for this integration.