Project-Based Learning Schools in Action!

I just returned from an invigorating visit to Amazing Grace and Renton Prep Christian Schools in Seattle. These schools involve students from PreK-10 in asking questions and devising a plan to find a solution through a process of testing and revising. By adding STEAM content (Science, Technology, Engineering, Arts, Math) to traditional topics in learner-centered ways, these schools are lifted up as "bright spots...with promise for the future" in Calfee & Wilson's (2016) ground-breaking book
Assessing the Common Core: What's Gone Wrong--And How To Get Back On Track, a book I highly recommend. In the coming weeks I will address various examples I encountered as students combined the rich content areas of STEAM with innovative project-based learning pedagogy. For more information and examples of STEAM projects click here: Edutopia.org.

I begin with the youngest students and their projects. Preschool students were studying fairy tales and integrating STEAM in ways I have never seen! As they read each fairy tale they analyzed what problem the character was encountering, then brainstormed ways to help. For example, the day I was there they read The Three Billy Goats Gruff. Their teacher masterfully asked questions to help them analyze the situation: Why do the three billy goats need to cross the bridge? Who lived under the bridge? Why does this cause a problem for the three billy goats gruff? How could all the billy goats get across the river safely without anyone getting hurt? After considering these and other questions, the students decided that they could build a boat to hold all three billy goats so they could cross the stream to go up the hillside to eat, without disturbing the evil troll. So they set out to do just that. Working with a partner they gathered the allowed materials including popsicle sticks, duct tape and masking tape to build a boat that could float holding three goat figures, the required criteria. As they built they talked about what shape the boat should be to float, and how strong it needed to be to hold three goat figures. They experimented with tape to make it waterproof and sturdy. Then they put their creation in the water, placed the three animal figures on top, and tested to see if it would float. Students found multiple ways to safely get the Three Billy Goats Gruff over the bridge without disturbing the evil troll. Project-based learning in action!

During their fairy tale unit these preschoolers also assisted Cinderella in getting home from the ball after her coach turned back into a pumpkin. They decided to create a wind-powered car! Not only did these students find a solution to help a character in need, they also explored an environmental issue of global concern in creating alternative power sources to fuel transportation. After reading Rapunzel students tried to build a tower strong enough to support the prince so he could reach Rapunzel. They developed towers of various heights using newspaper & tape, then placed the prince figure on top to check its strength; design and engineering in action!

Each instance of STEAM Project-Based Learning (PBL) contained similar expectations:
(1) Teacher and students explored a fairy tale together.
(2) Teacher led students in discussing the problem.
(3) Students hypothesized solutions.
(4) They were given limited supplies and limited time to find a solution.
(5) Students collaborated to create something to solve the problem.
(6) They tested their creations against the criteria, made adjustments if needed, and retested.
(7) They captured their process using technology.
(8) They proudly shared their creations and clearly explained what they made, why they made it, and what they learned.

Are you teaching a unit where STEAM PBL could be incorporated into student-centered learning? I challenge you to try and let me know what you do! We are creating the innovative problem-solvers our global society needs now and in the future.