High-Quality Standards for PBL @ASCD Empower 2017

High-Quality Standards for PBL

In discussing Problem Based Learning and inquiry-based pedagogy with teachers the conversation often leads to how to set expectations of quality work and assess student progress and understanding. The resolution almost always lands on using guidelines from the source I consider the richest and the original research-based organization on the matter, Buck Institute for Education.

In a packed session at this year’s annual ASCD conference I was fortunate to sit in a session, High-Quality PBL Guidelines for Practice. The session was lead by two Buck Institute for Education (BIE) authors, Rody Boonchouy and Brandon Wiley. Unlike most “sit and get” discussions at large conferences, Boonchouy and Wiley’s session reflected the values of BIE by engaging the audience to move around, reflect and discuss the pictured framework. From now until 2018 BIE is facilitating a process to create these guidelines for practice and is including the teaching community for reflection and input.

Towards the end of the discussion the authors asked the audience for one last cerebral dissection of the framework pictured. The question to the audience was how could they use this framework in their own work. The room sat quiet for a few seconds and hands started filling the air. One person commented the framework could be useful in reflecting in their own PBL practices and another commented that it could act as a starting point for PBL novices. Personally, I see this framework as a tool for students to reflect on their own experience with PBL in daily, weekly or in a final reflection of the process. For example, how or where could they apply each of the principles in the purpose, process and product of their experience. Their explicit examples included in their evaluation will give me a lens of reflection away from own bias and help to inform the process for the next group of students- as they and I author the next round.

Reflection is a vital, crucial and part of Problem Based Learning and any inquiry driven learning process whether it be given pedagogical context with “Maker”, “STEM” and so on. For some students the process of recall and reflection can be taxing. A framework such as this can provide students with a map to begin the process. Reflection is not a process to begin at the very end of the project, it should be a component of the ongoing project. Giving students this visual to check in with and journal about every day or every few days will help stitch together an overall reflection at the very end.

Thank you to those at BIE for all the research you do for inquiry teachers and our students. Thank you to the BIE ASCD Empower road team and to @bwileyone and @rodyboo for your memorable and engaging session.