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Read Around the World á la Francais

“I think I’m like many teachers: most of us feel like we haven’t yet arrived where we want to be in terms of what we’re doing with students. I have so much further to go and I really want to do more work that infuses rigor and relevance in the curriculum and connects my students to both their communities and the French-speaking community.”    Nicole Naditz

My search for student-centered learning environments led me to Nicole Naditz who teaches French at Bella Vista High School in Fair Oaks near Sacramento, California. Our conversation first started about flipping the classroom. She wrote me:

“I’m still a novice in terms of fully turning over my curriculum to the students, but I’m always striving to work more in that direction. In the meantime, I work hard to ensure that what their learning is put to meaningful use, is rigorous and engages them with the French-speaking community beyond our school.
For the online projects with other countries, I have typically designed them in cooperation with the other teacher, although my students always have significant input. I tell the students to write a book encouraging children to eat healthfully. After that, they are free to create. The best books are sent to France or Belgium to be put in the waiting rooms of children’s areas of hospitals or dentists.

That’s when I knew Nicole was moving into the student-centered world even if she didn’t realize it. Email after email, I received specific projects from Nicole.

 

Preparing for Collaboration with Burkina Faso 
Burkina FasoFor their work with Burkina Faso (the village has no input), Nicole had an idea called ‘Through their Eyes’ about students in both California and the village in Burkina exchanging pictures of how they see their world and lives. Burkina Faso, in West Africa surrounded by six countries, was occupied by France up to 1960. It is currently a member of the African Union and La Francophonie.

 

The students ran with it from there, taking the pictures, explaining them in French, creating the photo album and selecting other items to send to the students and school along with their pictures. In the box with the photos, they also included some student work from French 3 (student-created “magazine” about French-speaking comic-book characters) and disposable cameras for them to use for their pictures. The students also wanted to send hot chocolate since no one in the village has ever tasted it except for the volunteer. French 4/AP is now matched with a new Peace Corps volunteer in Burkina Faso. The village where she works does not have Internet (or any electricity) but she can access Internet when she goes into town. One day, while she was in town, we decided to go onto Ustream and introduce ourselves to her. We recorded it and sent her the link because it wasn’t possible for her to watch live. http://www.ustream.tv/recorded/17872769.

 

Nicole’s students haven’t yet received their cameras back to get their pictures. This is a very slow process without Internet!!!

 

Student-Created Museums
Two student-created museums were done by  classes at the Alliance Française de Sacramento. Hosting the museum at the Alliance guarantees they will get at least some other French speakers for whom to present instead of just presenting to the teacher in class. Nicole believes it is extremely important that students do work for an audience greater and more relevant than just for the teacher! http://studentmuseums.wikispaces.com/Le%C3%A7ons - Picture of student explaining show to guests.
at the Alliance Française de Sacramento of a student explaining her exhibit to a guest

 

African Tales by Solar Light
This was a community event held in cooperation with the local public library as a celebration of solar power before they sent the grant-funded lanterns to a village in Senegal so the families could stop using kerosene to light their huts and the students in the village could do homework and study after dark–students did all the research about solar energy to pick the lanterns and they designed a Web site about their findings.
African Tales by Solar light

 

The lanterns were funded by a grant from the local utility, SMUD (Sacramento Metropolitan Utility District). The students did such a good job researching solar lanterns to purchase with the grant money that they were able to get twice as many as were needed for the Village, so the class donated another 100 lanterns to the local Red Cross for use during emergencies when there is no electricity. http://burkinasolarproject.wikispaces.com/

 

“Une Nuit à Paris”
Her students are designing a community event celebrating francophone cultures. This will take place at the end of May or beginning of June this year. They chose the theme “Une Nuit à Paris”, how they want to divide up the space (multipurpose room) with exhibits, entertainment, food, etc., and they will be the ones preparing all of the exhibits and food, and presenting all of the entertainment. They will also be the ones hosting the event and speaking with the guests in both French and English (because the audience will have both). This will feature food samplings, student work–possibly including books they wrote and published on Storybird (the class may pay to have them actually printed and bound for the class to share), entertainment by the students, and a few museum-style exhibits on topics of interest to the students.

 

UStream
Earlier this year, French 4/AP created their own inventions and presented them on Ustream: http://www.ustream.tv/channel/voil%C3%A0-le-fran%C3%A7ais This was very informal. It was a basic homework assignment rather than a “project”. It went with the AP theme of science and technology. We were studying the role and responsibilities of scientists and inventors.

 

Interview and shot of live stream

 

French 2 was given free reign to show off what they could do at the end of the first semester. Here is a clip: http://www.ustream.tv/recorded/17835286

 

Nicole’s class web site is http://www.sanjuan.edu/webpages/nnaditz. At the top are “links” and within that page are some of the tutorials. Her blog is http://3rs4teachers.wordpress.com And she’s working on a new Web site featuring primarily google tools for education but it may expand beyond that: http://sites.google.com/site/classinthecloud.

 

Nicole NaditzNicole has taught French to grades 3 through 12, including AP French Language since 1993. Nicole is very active in professional organizations. A recipient of numerous awards, including the 2010 Jane Ortner Educating through Music Award, she serves as webmaster and advocacy chair on the FLAGS board. She also serves on the Leadership Team of the Capital Foreign Language Project and she served on the American Council on the Teaching of Foreign Languages interview committees for the first National Foreign Language Teacher of the Year in 2005 and for the Florence Steiner Leadership in K-12 Education Award in 2007. Nicole was invited to join the California Commission on Teacher Credentialing Subject Matter Advisory Panel for Languages Other than English in 2004. She is the founder of the Read Around the World Program and organizes additional opportunities for students to experience languages and cultures outside of the classroom.

 

Nicole has presented on a variety of topics at local and state workshops since 1999 and has received several grants for study in France and Canada. She was named an Outstanding Teacher by both the Foreign Language Association of Greater Sacramento and the California Language Teachers’ Association and was a finalist for the California League of High Schools Educator of the Year in Region 3. In addition, Nicole achieved National Board Certification in 2003 and earned her M.Ed in 2006. In 2012, she was named San Juan USD Teacher of the Year, Sacramento County Teacher of the Year and was one of 12 finalists for California State Teacher of the Year. That same year, she also became a Google Certified Teacher.

 

She has been a member of the FLAGS board since 2001. In her spare time, she enjoys figure skating, calligraphy, singing, crocheting, musical theater and travel. 

_____

 

Can you see why I wanted to share Nicole’s personal journey?

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Project-Based Learning: Replicating Success

This Edutopia article by Grace Rubinstein gives you tips and strategies how to do project-based learning from a rural school district in Georgia that transformed the way its students learn using the inspiration and mentorship provided by San Diego’s High Tech High. Check out the tips and examples from Whitfield Career Academy, in Dalton, Georgia, where they are in their second year of shifting to High Tech High-style project-based learning.

Teachers going through this transformation don’t expect their schools to emerge from it looking exactly like High Tech High. Each school has its own unique teachers, students, culture, history, and setting, and its path to change must uniquely match those. Read more

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Learn More. Teach Less.

There is a lot of controversy about professional development especially now when budgets are tight. I haven’t blogged for some time because I have been steaming about what is happening in our schools — for our children. This is their future we are messing with. Okay so here I go. I’m going to rant a little. Are you ready?

I’m a coach. I go into the schools and watch what teachers have to do now. In most states, it’s testing time. Some schools are off this week. For the past 5-6 weeks, teachers have been teaching to the test. I don’t know about you, but to stop everything and teach to the test is outrageous. Is this really for our kids or to keep the school open? Or to really leave every poor child behind? Forget projects. Forget engagement. I know. I know. Accountability. Student data. If the data takes in account more than standardized tests. How about authentic assessment? A collection of evidence of learning.

What do our children need for their future? I can tell you it is not about knowing FACTS and how to answer a multiple choice test. That is unless they want to play Jeopardy or Trivial Pursuit. The jobs they will need expect them to know how to be creative, innovative, and be able to discern what they find is a fact or an opinion. News is bombarding us on the Internet and TV. Most children have cell phones but they are not allowed to use them in most schools. Why? Why are we so afraid of them. Cell phones are great tools and will become more of a factor in our lives. Just watch! There are more cell phones than landlines now. Students use their cell phone even more than the TV or computer. They rarely read newspapers anymore unless it’s on their phone. How do they know if the information they read online is biased, propaganda, or a big fat lie? We used to teach life skills and connect to real-world activities. We need to change the focus on facts and show students how to use information effectively, find it, evaluate it, and then even publish. I bet the majority of your students use some form of social media like Facebook and Twitter. I bet if you had students use their cell phones in school, they would be able to read, write, and publish using them. Ask them to text each other notes and brainstorm ideas with a mindmap.

Today the focus is on basic skills: math and reading. In some countries, children don’t start school until they are seven. We expect our children to start reading in Kindergarten. I remember when Kindergarten was where kids learned how to socialize. A good friend of mine retired when she was spending more time teaching the kids how to bubble in a bubble for the test then having them sing or dance.

This is a tough time because of the economy. We are focusing on building “High Quality Teachers,” but we take away what teachers need to become effective.  The problem for me is the definition of a “High Quality Teacher.” It is different depending on your bias about testing. Is a “High Quality Teacher” an expert in their content field but have no skills on how to do group kids for teamwork. One of the main characteristics needed in many high paying jobs is teamwork and collaboration.

If we really want our students to understand the concepts in the standards, then let them teach each other — co-design with your students projects that make sense. Students want to make a difference. I bet if we asked our kids to come up with questions about climate change, they would come up with hundreds of questions. Let them take one question and brainstorm more. Then design a public service 30 second movie to broadcast on YouTube. Just imagine how many standards they would meet and understand after a project like this.

Think about a project you did in school as a child, if you did. Then think about what you learned from a standardized test. What do you remember? I know we need some background information, but let’s be more creative about it. I remember making a paper maché relief map in third grade. I don’t remember much of anything else that year.

I cannot sit in a lecture anymore myself. I cannot even imagine children today sitting still for five minutes. Teachers are teaching more and students are learning less. They may get it for the test, but do they retain it?

I’d like to challenge a school or district to try a pilot with several groups of students. Follow them over several years. With one group (your control group), everything is like it is now. Then another group, have them make a movie with their Smart phone, do projects, teach each other. Test the groups the same. I wonder who will retain the information more. I’d love to be part of it. Let me know if you want to try this.

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Creativity in Education

There is a lot of talk about bringing creativity into the standards-based classroom. What does creativity mean to you? Does this mean that a teacher is defining the type of curriculum and classroom environment? Or does it mean that students have a say in what they learn?

I want to challenge you to think way outside the box about this. If we are going to design a learning environment where students are creative critical thinkers that have the skills to be collaborative global citizens and become the best they can be, the focus needs to be on the learner. If we do this, then everything changes: the school, the classroom, teacher education programs, administration, and the relationship with the school with the school community especially the parents.

I was reading today about the number of jobs available and that there are not enough people qualified in the US for high tech talent. Tapan Munroe stated in “It’s a seller’s market in some fields of work” that it is a myth that there aren’t job openings in America. Education is focusing on STEM (Science, Technology, Engineering, and Math) to help build these skills, but the US student is just not prepared to fill these jobs. US launched the Common Core standards that are separate skills that do not seem to relate to today’s kids. We have all the standards in My eCoach and teachers match their projects to them. We have people who are adding resources and projects to the standards. Here are two seventh grade Common Core Math standards:

 

Analyze proportional relationships and use them to solve real-world and mathematical problems.
MATH-RPR.7.3. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
Expressions & Equations
Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
MATH-EE.7.3. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.

How do you use this in a real-world situation? I asked Ken Bakken who is an eCoach on my team to help some 7th grade teachers create a real-world project that would make sense to students. Percentages can Make and Save you Money

This is still teacher-driven curriculum but it is a step in the right direction. The idea is to make the curriculum real to the learner. What if we tried a different approach where learners were given a problem or concept and they came up with the driving questions? Give them some real-world concepts like…

  • Climate Change
  • Pollution
  • Water Quality
  • The Price of Oil

If you look at one of these concepts, you could probably think of questions that will engage students in amazing discourse. Letting go is good. Let the students brainstorm the questions. Give them the standards and what is expected of them and then let them go again. Let them co-design the activities based on the standards. You provide the structure, the guidelines, and facilitate learning and collaboration. Just watch the creativity take off.

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The Educated Unemployable

Thomas Friedman’s article China, Twitter and 20-year-olds vs the Pyramids wrote:

“Egypt, Jordan, Yemen, Tunisia today are overflowing with the most frustrated cohort in the world — “the educated unemployables.” They have college degrees on paper but really don’t have the skills to make them globally competitive. I was just in Singapore. Its government is obsessed with things as small as how to better teach fractions to third graders.”

This issue is not the middle East’s problem alone. The world is changing and education is not looking at the bigger picture. We are in a global crises everywhere. Young people 15-29 are realizing that their education or lack of it is impacting their ability to get the type of jobs they need to live. They are finding they have a voice: on the Internet. People making sure they are heard: on Twitter, Facebook, and other social media. Friedman writes:

“The Arab world has 100 million young people today between the ages of 15 and 29, many of them males who do not have the education to get a good job, buy an apartment and get married. That is trouble. Add in rising food prices, and the diffusion of Twitter, Facebook and texting, which finally gives them a voice to talk back to their leaders and directly to each other, and you have a very powerful change engine.”

What if oil prices rise? They will. It’s inevitable. Then food prices. Yes, they will rise too especially if more countries have government turnovers and the people of the country revolt. It is now happening in Algeria. What about developed countries like the United States, the UK, Australia, and Europe. If the unemployment rate does not go down in the US to 8%, the US is going to make some changes maybe not to where we need to go. Also are the numbers correct? What about the 99ers who have been unemployed for over 13 months?

We have educated people who have been looking for work for months. Work has changed. Businesses are running slimmer and cutting costs because of the uncertain economy and less cash flow. So things have to change all over. If people 15-29 are educated, use social media, then maybe we need to teach them how to use social media to create businesses and entrepreneurial skills. For those in under-developed countries, this will be a very big challenge. How to create enough jobs or businesses for 100 million people? Oh my!!

There just are not enough jobs for everyone. When I look at organizations like Kiva that provide small loans for people around the world who want to start their own businesses, I see hope. Everyone of us has a dream somewhere down deep. We were born as unique individuals who have interests and passions. If we continue to teach the same way we have for hundreds of years, we will continue to get the same products. People looking for work that is not there.

It is time to review all this emphasis on testing and standards and question “are we preparing our children for their future?” Our competition is not the school next door. It is China and India. Our children are part of the global marketplace. As long as they believe school as we know it today may prepare them for their future, they are caught in a system that could lead them down a road of failure. Some jobs are definitely needed: doctors, lawyers, engineers. But even if you become a teacher, it does not mean you will be assured there will be a job for you where you want to work.

How about teaching how to do projects, create projects, and market your projects? People who have critical thinking skills and are creative how they find solutions will get projects. Jobs where you received benefits and a pension may not be the same anymore. Just having a job now does not give anyone security anymore. We are in a revolution. Education is the key but what it looks like today is not what we need for the world’s economy. It is not all about jobs anymore. It is about how we are preparing people for their own survival and how it benefits society or the people in your area. If we start children very young asking questions and being curious about the world, they will come up with solutions.

Why not create a project about the climate, the creeks in your area, housing market, or another major issue that impacts your community? Except ask the students to create the project, ask the questions, and own the process. Any project can match standards. Students own the learning when it is relevant and real to them.

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Perspective and Empathy

Holidays bring out the best and worst of people. The economy is putting stress on all of us no matter what your income. If you are poor, you are probably having more problems than just not having enough money to pay bills. I work with a high poverty middle school and am so in awe of children who put up with so much. One of the 6th grade teachers is doing “I am from” poems.

I read poems that tore at my heart strings. One boy wrote about living in a house with drunks and his mother dying of alcoholism. He had other things in the poem that I’ll share later when they create their digital stories with their poems. Other students wrote about unbelievable issues of lives unknown to me. I had to go out of the room and cry.

I’m so involved with my own life that I forget what our children are going through. All of us have more issues now than ever before because of the economy. Poor children are going through the most. They have no voice. Social services are overwhelmed and underfunded. They can only do so much. Schools have cut counselors and teachers are younger and don’t have the background or experience to deal with these issues. We are leaving more of our poor children behind than ever.

The reasons why they give up or leave school is more than the school’s problem. It is society’s problem. It is a matter of taking on their perspective and having empathy for their situation. It is our duty as adults to listen and to try to figure out what is happening to the child.

So I go back to my years in middle school: a white middle class 11-13 year old girl in Maryland. I remember wanting to be popular and liked. It was not the best time of my life. I was scared and didn’t know what was happening to my body. I was changing. I cried a lot for no reasons. I loved this boy or that boy. If they didn’t talk to me, I was devastated. So my perspective of middle school might have been the same as many young white middle class girls. I don’t even remember my teachers or the classes I took. I do remember sewing class and wearing one of my creations in a fashion show. But forget math or history. I don’t remember any of that. I remember I lost my best friend to Hodgkinson’s disease. That was awful, but I never knew anyone who had been shot or murdered.

This group of children I’m working with all know someone who has been shot. Many of them had a relative shot, a family member in jail, very rarely have breakfast or food on the table. I cannot even imagine what they go through. One child sleeps in the bathtub because that is the only safe place. Families are in trouble all over the US. If you are in trouble, there’s probably anger, yelling, crying, and everyone in the family is impacted. We cannot forget the children. What adults do in their homes or at school impacts the children.

Some children internalize everything so you never know there’s a problem. They smile on the outside and are so hurt on the inside. What I love about these “I am from” poems is that sometimes one child who is really in trouble opens up and writes what is happening to them. I believe our job as educators is more than teaching to a test especially for children at-risk and in crisis. Help your children to open up and share their feelings. Look at their perspective on life and have empathy for them. That’s what the holidays are about: sharing and loving each other — kindness and compassion.

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Confidence

It is really tough today to have the confidence you need to be successful. If you are out of work and been unemployed for over 6 months, then you question if you have it anymore. When you have trouble paying your bills, you lose confidence. When you are being bullied at school for being you, you lose confidence. I was talking to my sister, Sandy, last night and shared with her a story of a project I did almost 20 years ago and how it helped a student build confidence. She said I should write about it. So here goes…

I helped write a Technology Innovation Grant for middle schools in 1990. We got it. I was contracted to work with teachers to build projects that integrated technology into the curriculum. The schools in this particular grant were Title I schools with diverse ethnic groups. In the 6th grade core classes (Ancient History and Language Arts), we needed some ways to engage the students and bring history alive. I mean how do 12 and 13 year olds relate to Ancient History? So one of the projects I came up with was Channel Nile News. The students would create a news show going back to Ancient Egypt with commercials. We would put on several segments where students worked in teams assigned real world tasks. Some of the shows resembled the Today Show and the Tonight Show. The teams had to write a proposal on what they would like to do, the roles each of them would play, and time. Some of the shows included:

  • News report about Hatshepsut, Female Pharoah of Egypt
  • Weekly weather report using a green screen
  • Mummification (How to using a stuffed animal)
  • Selling a pyramid

This last one on pyramids changed a student’s life. This team decided that one of the boys (who was overweight and shy and being bullied at the school – name withheld to protect the innocent :) would be the pyramid salesman. This came from the group. No questions. He wanted to sell the pyramid and the rest of his team said “okay.” They watched commercials of car salesmen to use as an example of how to sell his pyramid. The artist created a detailed drawing of the outside and inside tombs of the pyramid. The graphic artist and writer created a storyboard and wrote the script out on a poster board to be held below the camera. The camera and audio crew set up the stage and practiced with the actor. All of this was going on while other teams were working on their projects. It was pretty cool! I was watching the process and saw this actor grinning, laughing, and changing right before our eyes.

When the classes saw the video of him selling the pyramid like a real car salesman — pointing to this tomb as a place for the special rendezvous — and those steps to a secret room as an added value — all of us saw something in him that we never saw before. He was funny. He was clever. He was not the person they thought he was — a timid, shy, sad person. He changed everyone’s opinion of him with that video. His confidence changed also. When the video was over, the room went wild with clapping and excitement.

I wish I still had that video to show you, but it’s not the video that matters. It’s this process that finds the strengths of each individual, and a team that is willing to take risks with each other, so each member can shine and show who they really are.

You cannot find that with a test.

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Why Joy Matters

Professional development does not have to be work. Same with the classroom. I hear teachers talk about their work that day or the workshop that made their brain hurt. Where’s the joy? When you teach to the test and focus on increasing scores, just watch the faces of the students. Are they engaged or motivated?

Look back at preschool and what Kindergarten used to be like. The room was set up with learning centers and students were talking and laughing together. There was learning going on. You could hear it and see it. I used to put on professional development sessions that were more like this type of Kindergarten room. I taught claymation to teachers where they worked in teams, created a storyboard together, assigned each other characters or objects to create with the clay, and so on. The giggles and laughter that ensued was pervasive. The whole room was laughing during the session. Then they would video and lay music over the video. When we were all done, we had a show… with popcorn.

Real learning by doing… and FUN!!! I miss that. There seems to be a whole generation of teachers that missed this type of professional development. For the past 8-9 years, all professional development seems to be focused on data, improving scores, and accountability. I know we need that, but here’s my take on it. The scores are based on standardized tests and our kids are not standardized. They are all different. Teachers are all different. So we use the scores to determine our improvement on AYP and the gaps. We use that data to help us design and drive the curriuclum. But what about supplementing these tests by following a student’s progress by collecting evidence of learning along with reflections in an ePortfolio? Authentic assessment where the student analyzes what they learned and now understands. Teachers could then correlate the test scores with actual evidence and share their own reflections to help the student improve.

I taught a project on advertising for multiple grade levels where I remember the kids saying to me “I didn’t know learning could be this much fun.” I loved that. Think back when you were learning something where you walked away feeling really good and it was fun. Remember that? I do. I remember making a paper maché map of the world with others students and then doing a presentation. That was hard but fun. I remember walking home feeling a joy in my heart that I did it. I know it now.  I had struggled with the concepts, but that project made it real.

We need to make the concepts real to our students and bring the joy back to learning.

What are your priorities in learning?

What do you see as the priority for learning?

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Sabotaging Projects

We know better. You tell yourself you are going to exercise so many minutes a day, but something else takes priority. You do 15 minutes one day, nothing the next, and then feel bad again. You may be doing the same thing about your diet or some other behavior you want to change and you still keep going back to sabotaging yourself. Then you beat yourself up and continue this behavior over and over again.

The same thing happens to teachers with project-based learning. When a school decides to transform their traditional teaching to student-centered learning environments, it is best if the whole school buys in if it is to work. But… do the teachers say Yes and really mean Maybe?

“Maybe I’ll do the project when I have time.”

A teacher may be really excited as they design a project with other teachers, then they go back to their day-to-day grueling schedule and may never really jump head first into the projects. Excuses and questions like how do we fit a project in our schedule and meet the standards? Maybe a principal rallies behind the teachers to change teaching practice, but cannot find ways to squeeze in collaborative planning time. If everything depends on raising test scores, then the administration may prioritize direct instruction that focuses on teaching to the test. It’s very complicated. We all have good intentions but it’s all about data. Review your scores and other student information and disaggregate the data to identify which students are having problems and where there are gaps in learning. Projects don’t work if you don’t take the time to plan, review the data to determine your learning targets, and collaborate with other teachers to design a good project that will improve student achievement.

People sabotage themselves when they don’t believe they can change. It is easier to give up and go back to what they are used to. People don’t know what they don’t know. Change is not easy and for many scary. It takes initiative, time, practice, being okay about failing and trying again. A good project doesn’t always work. Teachers can learn and reflect on what works and what didn’t work and then use what they learned with the next project. Think why you might sabotage yourself or a project. Is it because you don’t believe projects will work for your students or that you are concerned about how you will develop and manage the project? Projects not only engage and motivate learners to want to learn, teachers find them rewarding. Change is tough, so take small steps and start with one project.

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Why we need PBL

Collecting Data

students collecting data

Project-based learning (PBL) is a dynamic approach to teaching in which students explore real-world problems and challenges. With this type of active and engaged learning, students are inspired to obtain a deeper knowledge of the subjects they are studying. [Edutopia] PBL is an approach to learning focusing on developing a product or creation. The project may or may not be student-centered, problem-based, or inquiry-based. The main focus is engagement and being motivated to learn something they are interested in learning about.

Think about your own education and what made a difference in your life. We need to get back to how we learned in preschool – it used to be how we learned in Kindergarten, but now these beautiful young children are learning how to fill in a bubble on a test.

Enough! We are draining the creativity and curiosity out of our children. Children love to learn when they are young. They are so curious and want to learn their letters and numbers. We need to let our children ask “why is the sky blue” and “why do we need oil for our cars?” We want our children to ask questions why a certain problem is happening and if they can figure out the solution. Why children can figure out things probably better than adults is that their brains are not clogged with all the thousands of tasks, daily problems, and more that we have as adults. They are born with inquisitive minds and want to use them. However, they need guidance on how to develop critical thinking skills so they can effectively problem solve. Watch project-based learning in action:

For more videos on PBL, check out this library online.

Here’s a few sites on project-based and problem-based learning:

Explore the following websites as needed for more information:

Looking for lots of examples to share and schools that want the best type of education for their children. This is a moral issue now. Our children are not prepared for their future and are in need of high level critical thinking skills. They need to learn how to work collaboratively and use technology effectively. We are not preparing them for their future. Look at our college graduates who are not getting jobs. Maybe we should we be teaching entrepreneurship and innovation. It is time to look at what engages children in the learning process and to provide an education that they will need for their future NOW!

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