Book Fair-ness PBL Digital Showcase

This is digital documentation of Elkhorn's "Book Fair-ness" project. We focused on the essential project design elements of Gold Standard PBL when designing the project.

Students challenge each others solutions and provide different perspectives on the problem!

Challenging Problem or Question: The students were faced with the problem, "Our class doesn't have room for new books. What should we do with our excess books?" Student answers were recorded by a student in TodaysMeet.

Sustained Inquiry: The students were presented with time to develop a solution with what to do with the books. They decided to donate them. They then received research/creation time to develop a solution as to where the books should go. We utilized the critical friends protocol; students received feedback from other students, teachers, and the principal. Students then had time to develop the ideas into debate presentations.

Authenticity: The problem was a real problem faced by the class. They are solving it using student ideas and implementing the student solution based on their own decision making criteria. Teachers are facilitating decisions and helping with a timeline, but not in deciding specifics of any aspect of the project.

Parents and staff were invited to join our discussion

Student Voice & Choice: The students received voice in how to solve the entry problem. The students received choice in how to solve the entry problem and how to best implement their solution.

Reflection: The teachers helps with student/class reflection after every portion of the lesson. The teachers focus on student selected reflections of teamwork, progress toward objective, and skills learned. The reflections also focus on evaluation of soft skills like time management, grit, and hard work.

Students listen carefully so they can seek clarification and provide feedback

Critique & Revision: The teachers have selected protocols that promote critique and revision. This revision has come from a variety of students, teachers, parents, and the principal of the building.

A student developed decision was made to donate books to Children's Mercy

Public Product: The critical friends protocol was conducted publicly. This event had parent, teacher, and administrator volunteers to help with suggestions and support. The donation debate was conducted publicly and featured even more parents, teachers, and administrator support. Different teams and products will be displayed throughout the building and community. The final product will be displayed digitally with the intent of the books being donated to Children's Mercy Hospitals in the Kansas City area.

Project Successes:

Though there have been many challenges with this project, within that there were also many successes. Watching students grow and take on more responsibility has been a huge success. I notice students asking questions about their roles and responsibilities and pushing themselves to grow as a team member within those roles. Other successes have included students showcasing talents within the group and delegating labor within teams.

Teacher Learning:

My greatest take away thus far has been learning to let go. Students seem to be doing their best work without a regimented structure. I was pleasantly surprised to see that their ideas were much more creative than what I could have imagined. It has also been a learning process to see what supports I need to give that help them to be successful, yet also push them to be independent.

Next Steps:

We are extremely close to our launch point and I am excited to see the success of what students have been working so hard to create.

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