“This PBL stuck out to me the most because of its authenticity. There was no need for an entry event, because the buy-in was so strong.”
“That’s the deeper learning aspect that we’re going for with Project Based Learning. They’re using the information that they’re learning. So it sticks. It goes beyond just learning it for the next test.”
SHOW NOTES
Lacee Wald is a fifth-grade facilitator from Neosho, Missouri. She’s been through the rigorous PBL certification process and is now equipped to train and teach other teachers about project-based learning. In this PBL Blitz, Lacee will be sharing her favorite PBL unit called Friday’s Endgame. In this PBL, fifth-graders at Lacee’s school had half days on Fridays. Learners had concern and consternation when administrators decided to switch to full days.
This project consisted of presenting a debate to administrators and board members about the pros and cons of the switch. This was near and dear to the learner’s hearts, so no entry event was necessary. Lacee breaks down the entire project, including processes and how multiple standards were met. She also shares a special story about the impact of this project on one shy student, along with what she would have done differently.
Episode Highlights:
[02:27] Friday’s Endgame is titled after the movie Endgame. This PBL had a considerable buy-in as it helped learners transition from half-day Fridays to full-day Fridays.
[05:04] They had a debate where the learners presented both sides of the argument. This debate began with getting input using Google forms for students, parents, and staff.
[06:57] The survey and debate probably wouldn’t change any minds, but at least the students felt like their voice was being heard.
[07:13] All three superintendents were part of the project. One superintendent even sent the kids a video showing why the decision was made.
[07:50] Lacee shares skills and standards covered, including analyzing and explaining an author’s viewpoint, comparing and contrasting views of people affected, listening, researching, writing their own opinion, debating both sides of an argument, and interpreting graphs.
[12:56] The students put together a professional debate, and they presented both sides of the argument using all of the data they had gathered.
[13:51] Lacee shares an example of how this PBL helped a shy student find his voice and write an excellent speech. This confidence booster led to this student being on the debate team in junior high.
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