Suzanne's bio:
I graduated from Montclair State University with a concentration in Early C
hildhood Education and am presently getting my Master in the Art of Teaching from Marygrove College and hope to complete the program in the spring of 2002. After having a mid-life career change, I started teaching at North End School in the fall of 2000. Last year I taught fourth grade and this past year first grade. There is a quite a difference in the grade levels, but I have enjoyed both. My husband, Peter, and I have two children ages 13 and 10.
Suzanne’s First PBL Experience:
Last summer I became involved in the Reaching New Heights Program in our school district. Two weeks later, we began our first PBL on selecting the right pet for our classroom. The first challenge was that many of the students could not read yet. We began by visiting various animal websites I had found this summer that were age appropriate. The children found a picture that they could cut and paste into their own document. They were able to log on and use picture clues to follow the steps to get on the Internet. Next, they researched the animal and found out one fact about it that would help in selecting a pet for our class. Then they took the top five animals on our classroom pet list and tallied votes in the classroom. The next step was to create a graph on Excel that showed the results. It amazes me how much learning and growth has occurred for the students and me during the last seven months. Beginning first grade was challenging in itself, but using PBL’s has shown me the depth of interaction children can experience when the learning is student-directed.
Suzanne’s Biggest Challenge:
My biggest challenge is finding the time to locate websites that are age appropriate. The limitations due to their reading levels were very difficult and frustrating in the beginning of the year. Now that we are at a point where the children are reading with some fluency, it is easier for them to research.
Teaching in the 21st Century:
Students need to be independent thinkers and doers in the classroom. By relating experiences to their every day lives, the students become absorbed in the learning process. As teachers we need to facilitate the students and work right alongside the students. It is important that we keep on top of the latest technology resources available and continue exploring various teaching strategies. By showing the students that we continue to learn they will be that much more inspired.
Suzanne’s Current PBL:
Presently we are working on a plant PBL. We have selected vegetables for our garden, found out the best conditions for their growth and wrote a plant book that teaches others the various parts of a plant and their job in the growth process.
Parent Reactions:
Parents are excited about the growth and development they see in the children. One parent recently discussed that she wants her child to continue being challenged by the PBL. They are amazed that the children can express themselves and use the computers with ease.
Benefits for First Graders:
One of the biggest benefits for this age group is that it has taught them responsibility and independence. It amazes me to watch the ease that they move around the room, check with each other when they are confused and try and solve problems. They work cooperatively with their peers and do not hesitate to ask questions when confused. The enjoyment level for me has increased because I see the level of exploration and commitment the students are making to their learning.
Gauging My Own Growth in the PBL Classroom:
My growth since September has been dramatic. The overwhelming feeling of chaos has turned into an organized, productive classroom. It is much easier to develop problems that are age related and mesh with our curriculum. Another important component is having the other staff members at our school to bounce ideas around. Despite our hectic schedules, we always seem to make time to help each other. There is not enough time to explore all the areas that I would like to go. I am proud that despite the frustrations occurring throughout the year, that we have grown. We shown signs of independence, working collaboratively to solve issues, peer help, eagerness to figure out problems, taking risks and being open-minded to making changes and adjustments when things are not working. My goal for next year is to integrate the classroom to a greater extent throughout the day.