Chapter 3: Imagining the Possibilities

In the chapter, we learn that before delving into a plan for PBL, teachers must develop a conceptual framework to isolate what it is that they want to accomplish. I really liked the analogy that the text gave in reference to considering this process like the scientific process; 1) posing the question, 2) designing the investigation, 3) gathering materials, 4) determining step by step application, etc. Although I certainly think that they teacher should be aware of what will work and what will not work, I feel like involving the students in the construction of this process is very vital. The speaker from last week told us how her class had to work together to form the policies of her classroom, and how by involving them in this discussion, it became more important and interesting for them. Further, I think that guiding the students to come up with their own ideas on how PBL should be carried out helps them to identify what is efficient and accurate in a safe environment for learning with their peers.

First though, the teacher must understand what the goal of their PBL activity will be and clearly understand and reflect on why it is important. If the teacher cannot classify it as being important, how can we expect the students to?

This need for relevancy should be prevalent in the classroom in more than just PBL. I loved Robert Griffin's example of having the students write to the Minister of Fisheries as it was a popular topic in their community (45). Keeping students involved in these real world contexts are what so much of what especially makes PBL so important and beneficial. Additionally, we see that in real life contexts, more than just one content area are being explored, which make endless cross-curricular connections that will benefit students greatly in their current and future studies. 

It is vital to add the progression of technology in the classroom as well. This means the way in which students communicate with each other, the way teachers communicate with each other and perhaps, the way that students and teachers communicate. Additionally, teachers must plan for how their students are going to go about their research in their projects and plan accordingly for that.

Within this aspect of the PBL, or emergent in others, it is important to consider learning dispositions. The book defines learning dispositions as, "important traits, attitudes, habits and feelings we encourage but usually cannot teach directly, such as confidence, curiosity, resourcefulness, cooperation, motivation, persistence and courage" (51). It is vital that students recognize how they learn and communicate with others when they are working toward success in their groups. Students need to be cognoscente of how they work best and how they do not work well in order to make the necessary adjustments within their group. This may look like asking for help where it is needed, or taking initiative to practice independence.  

This chapter also hit on the Essential Learning Functions (54). I felt that all of these were especially important to consider when building the framework for PBL. I especially liked the first, "Ubiquity: Learning Inside and Outside the Classroom, and All the Time" (54). This may have been the most profound one to me, because once students become inspired, empowered and are given the tools they need, they will naturally do this all of the time. As a future educator, this is something I greatly look forward to!