As I have sought to implement project-based learning in my French classes, I have often set aside time to reflect on the units I have designed in order to modify them for various reasons. Sometimes, it has been to make the pathway of inquiry more accessible to the diverse range of my students’ abilities and skills. Often, it has been that my students have had great suggestions on how to alter the unit, making it more engaging and interesting for them — that is particularly rewarding, because it is tangible evidence that they are hooked! Other times, it is because I have discovered that what I thought was important, turned out to be not as much so for my students. I have wondered how can I ensure that my project plans are innovative enough to capture students’ attention in such a way as to make them the drivers of the PBL wagon, and not me.
In my mind, one of the most important benefits of PBL (and which won me over, as it were) is that students are actually engaged in their own learning of significant content as they acquire the skills they need to be successful in life. For many years, my biggest struggle as an educator has been to battle apathy! My own driving question has been this:
How can I, as a World Language teacher, engage ALL my students in meaningful work that demonstrates all of the following:
- inguistic proficiency in three modes, oral and written: interpretive, interpersonal, presentational
- cross cultural sensitivity and appreciation of the diversity of humanity
- global and digital citizenship
- their own real-world learning journey
Tall order? Probably, But I suspect many teachers have high expectations of themselves to deliver quality learning opportunities to their students.
My next step is to review all my pbl-aligned units to see how well they line up with my DQ (i.e., driving question). I wonder how I am doing in my own inquiry? I also wonder how I can be more innovative than I have been so my students can also be more innovative? For example, in world languages, we always have one or more units connected to food and culture - how can one separate those?! ≪C’est impossible!≫ However, I don’t want to settle for a simple food project. How can I make that unit more meaningful and significant?
I decided that we should to a project on world hunger and food distribution, a topic of inquiry which is very meaningful in the Francophone world, since three of every five native speakers of French live in Sub-Saharan Africa, where hunger is a real life or death issue. The question is why is that so, and how can we, as globally aware individuals in North America, help to solve this problem? How can we make a difference? How will it change us as well? How can we contribute to healthier living, for ourselves and for others?
My aim is to be much more innovative so my students can also be innovative, as they seek to engage in important work. I am excited to see how we can achieve that goal!
This piece was originally submitted to our community forums by a reader. Due to audience interest, we’ve preserved it. The opinions expressed here are the writer’s own.