Lee Hewes

is totes becoming a teacher…

Project-based learning, group work and natural differentiation.

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If you’ve ever heard it said that PBL ‘naturally differentiates’ and wondered how, I can give you an example of how this has worked for me with my class of kindergarten and year one students and the project we’re currently winding up. It’s a collaborative research project about Australian animals, with the final ‘product’ to be a bunch of paper slide videos to share with another kindergarten class from Promise Road Elementary over in Indiana, America. We’ve just finished the first of five videos, with the rest to be filmed at different points throughout the upcoming week.  So anyway, what of all this group work stuff?

I can’t remember where I read it, pretty sure it was in a research article in some educational research journal a while back, but it went a little something like this – for any task to truly be defined as group work, it must involve the completion of something to which all group members must contribute, and something that without any one individual’s contribution, all members of the group will fail to complete the task.

Paper slide videos are a fine example of such a task. They typically involve a number of slides in excess of around five, so that each member of the group must create at least one slide. These tasks also require students to decide to commit to one of a number of roles such as paper slider, narrator or camera person. So paper slide videos necessitate collaboration. Without a meaningful contribution from each individual the fate of the whole group is doomed to failure. This necessity for each member to contribute, coupled with the varied nature and number of roles is what lends this task so well to differentiation. Let me explain.

To successfully complete a paper slide video, students need to plan ahead of time what is going to go on each slide so that they know which art to contribute and which lines to write. They also need to decide who is going to narrate each slide, writing out lines based on whatever the topic is that they have been researching. We’ve been using the proforma you can see below, completed by one of my students. Now with students of the age group in my class, not all will be capable of the writing necessary to complete the proforma below, some may not be capable of planning ahead in such a way, either. So it is naturally the case that the more capable students in this area either step up for, or are assigned this role, as was the case on our current project. Have a look at all the planning that was done by the leader of The Platypuses.

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Now whilst not all students are going to be capable of this amount of writing, all students should be able to contribute some artwork for at least one of the slides, some more so than others. Below you can see that one of the students in this group, whilst being unlikely to do much of the talking in the final video, nor much of the writing in the planning or scripting, was able to contribute a whopping four out of seven slides worth of artwork!

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The two kindy kids in the group contributed one slide each, you can see them below.

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With all of the planning done by the student who completed the proforma, he didn’t get around to creating a slide, so he’ll be completing the opening slide at some point before his group can go on to film their video. When it does come time to film, students will need to commit to roles that provide them a suitable challenge and that contributes adequately to the overall group task. Not all students will be comfortable or capable of speaking for an extended period of time on film, so they may be given only one slide to speak over. Others will be quite comfortable speaking, so may be given a number of slides to speak over. Someone will also need to be the camera person whilst another will need to be the paper slider.

All of these different roles provide a range of differentiated opportunities for students to contribute in a meaningful way to the project and feel successful and comfortable with what they are doing at school. Plus it’s fun.

Whilst a paper slide video can be made by students outside of a PBL classroom, the fact that I’ve designed this project around a Driving Question and have been lucky enough to find a public audience has really driven the relevance and motivation for students to complete this task. I also believe that it has added to the quality of the end result. I can’t wait to get the rest of the videos filmed and uploaded so that we can share them with Promise Road Kinder Panthers. I know also that my students are gonna be proud of all their hard work, learning and collaboration. PBL win!

 

 

 

 

 

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