1. Project Based Learning: What do They Really Learn? Megan Wieland University of Florida Graduate Student Practicum at Littlewood Elementary

2. Background: Project Context  Fifth grade, Gifted classroom  Worked with veteran teacher  High level of technology integration  Collaborative unit on plants and insects at Littlewood Elementary  Students work in groups  Create brochures and documentary

3. Project Overview  Brochures  Four plants  Four insects  Information:  Scientific names/taxonomy  Range  Habitat  Physical features  Interesting facts (at least three)  Environmental message

4. Project Overview  Documentary  Five plants  Five insects  Each group completed one segment  Included information in field guide  Included additional research/interesting facts  Environmental message-specific

5. Background: Wondering  Thought about my own school experience  Remembered project based learning experiences  What did I really learn from these experiences?  Developed from concern for student learning

6. Wondering: What is it?  Will this project-based learning experience produce a significant impact on students’ learning at various levels of Bloom’s taxonomy?  Will group dynamics influence how well students are able to learn and transfer knowledge to different levels of Bloom’s taxonomy?

7. Data Collection  Focused on three groups based on dynamics:  High  Medium  Low  Extremely qualitative data

8. Forms of Data Collection  Digital photographs throughout unit  Examples of components throughout unit  Field guide and documentary storyboards  Notes in composition books (students)  Final products  Informal questioning  Observation journals

9. Photographs

10. Data Analysis: Overview  Distinct themes developed regarding:  What students learned  How students learned  Roles of students  Transfer of knowledge

11. Findings: Overview  Four overarching findings  One sub-finding  Three findings pertaining to higher order thinking  One finding pertaining to group dynamics

12. Finding 1  Sophistication of student knowledge increased as students progressed through stages of project development.  The use of composition books, clipboards, and field guide and documentary storyboards assisted students in researching and synthesizing information.

16. Finding 2  Writing the environmental message required students to evaluate the importance of plants and insects at Littlewood (i.e. balanced ecosystem).

20. Finding 3  Students felt they learned more through the project than they would have just studying from a textbook or listening to the teacher.

21. Student Comments “We learned a lot more because we weren’t just told what to do, but we had to do it ourselves.” “We learned a lot more because we weren’t just told what to do, but we had to do it ourselves.” “I learned a lot more than I would have just reading about things because it was right there for me to work with.” “I learned a lot more than I would have just reading about things because it was right there for me to work with.”

22. Finding 4  Group dynamics played a role in how efficiently the project was completed but not necessarily how much they learned from project.

23. Comments/Observation  High Group (dynamics)  “We all have three things in common: we have a sense of humor, we want an A, and we want perfection.”  Group delegated jobs well

24. Comments/Observation  Low Group (dynamics)  “We are almost finished but I think we would have been way behind if I hadn’t done the research at home.”  Despite group frustration still learned and enjoyed project

25. Conclusions  Extremely time consuming and work intensive for both students and teachers  Not all students are necessarily learning exactly same thing  How do you compensate for that?

26. Conclusions  Requires a great deal of planning and flexibility  Technology and collaboration made this particular project possible  Student motivation and learning increases

27. Conclusions Most importantly, students took away from this project much more than I or my partner could have ever imagined! Most importantly, students took away from this project much more than I or my partner could have ever imagined!

28. Questions…Comments…

29. Contact Information Megan Wieland  meganarie815@aol.com meganarie815@aol.com