The Professional Learning Communities reflection in Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age challenges the reader to model collaborative learning, learn and share, and develop learning teams. This is right in line with our Learning for Life vision statement, NET•S, and NET•T.
Three of the essential actions called for in our Learning for Life vision statement are
- Problems that require critical thinking, creativity, and collaboration
- Teachers in teams supporting learning and innovation
(PLC/Critical Friends Circles)
- Content and Relationships that connect us to the larger world and the world to us (Global Citizenship)
Bo Adams (@boadams1, It’s About Learning) and I co-direct our Professional Learning Communities (PLCs). Our school makes a commitment to adult learning and collaboration by affording teachers job-embedded time to work and learn together. For a glimpse into our PLCs, see Pull Together, Part II from It’s About Learning and Learning as a Team – A Big PLC Brightspot from my blog.
Professional learning can certainly support your shift to project-based instruction, but the fundamental program changes you make will require frequent and intentional collaboration with your colleagues. [p. 31]
In Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age, Carmel Crane describes her process when getting ready to launch a project with her students.
Before [introducing] the project to students, I presented it to about 10 teachers. I laid out all the planning details, and they gave me critical feedback. It was a great opportunity to see things I may have overlooked.
Other teachers could see how we might work together on future projects to reach our shared goals. [p. 31]
On Friday, the 4th Period Math-Science PLC took another step toward PBL and Lesson Study by participating in the Eggs Over Easy project that our Science 8 team is planning for the Monday-Tuesday prior to our Thanksgiving break.
In the 55-minute period, we assembled our carriers, did the drops, and debriefed the lesson. There is more video coming about the debriefing session. Our plan for Monday is to “do the math” and the reflection questions concerning potential and kinetic energy. But, the lead teacher for Algebra I has already asked how we can support this lesson in our Algebra classes – another step in integrated studies. Woohoo!
A project-based learning collaboration among students is a lot like a professional learning community among teachers. For both, the learning is relevant and rigorous, and the “students” learn to learn together. [p. 32]
Bo and I co-facilitate Synergy 8, a non-departmentalized, non-graded, transdisciplinary, community-issues-problem-solving course for 8th graders. A new school policy about student images on faculty blogs prevents me from showing you how closely the work of our Synergy team matches up with our PLC teacher teams. [If you want to know more about #Synergy, then you can search that category/tag on either of our blogs.]
Paraphrasing Professional Learning Communities at Work: Best practices for enhancing student achievement: PBL delivered by a high-functioning PLC of teachers can be the “engine of improvement” that drives a school forward.
Anne Davis, an advocate for blogging with elementary students, suggests using your personal blog as a tool for making connections with like-minded colleagues. A team of two is better than no team at all, but image the compounding effect of a large team, an entire faculty, or an international community of colleagues. [p. 33]
If you could assemble your “dream-team,” with whom would you collaborate for PBL? How and with whom do you learn, reflect, and share? How do you create opportunities for your learners to build their “dream-team” to learn, reflect, and share? How do we leverage technology to engage with our learning teams?