After reading the article Measuring What Counts, answer the following questions:
I read this same article about 4 years ago when I attended a conference about project-based learning in New Orleans with a few other teachers from my school. As an art teacher, the idea of teaching and assessing learned information through the creation of an object or other product seemed pretty obvious. After attending this conference I even changed the way I taught vocabulary, art history, and contemporary art issues through a project-based model. I really like the idea of students working to create a product, solve a social issue or community concern, or building something tangible to demonstrate their learning. | |
The reason this kind of teaching and learning works is outlined in the article: "The research reveals unequivocally that the ability to memorize facts does not necessarily imply understanding of a concept." But, when students have to create a project based on concepts learned in class, they progress further on the continuum of learning. Project-based learning gives students a greater understanding of the course curriculum and allows them the opportunity to express that learning to others in an authentic context.
Applied learning is a great model for teaching and learning. I think that all teachers, regardless of their technology usage, can find benefits in assessing their students in this way. I have had a goal for a while to help teachers collaborate on projects across the curriculum. STEM and STEAM (or TEAMS) initiatives are already implementing this kind of blended instruction and assessment and their work can be applies to many other content areas in our schools.
Edutopia has been a strong voice for Project-Based Learning. See their website all about PBL here.