One of my colleagues and I ran the PD session and I was struck by a couple of things. The teachers who attended did not ask very many basic questions about what PBL is or why it is a good pedagogical choice. Many of them had already used it in their classrooms in at least one project and were looking to further develop their understanding and practice of it. They did not need to be convinced to try PBL. In their districts they were the early adopters. They did ask questions about student motivation, managing the projects and groups, and grading.
The questions that hit me the most were questions about testing and assessment. They wanted to know how we assess; how we measure student growth (i.e. what standardized tests do we use and how often); were we concerned about how our students will do on the 11th grade state test (you know the BIG one).
|Lifted from Trendblend|
Even though I taught in one of these districts two years ago, I have forgotten how dominate the testing culture is in most schools today squeezing out everything else. I am truly blessed to be free from the fear of these tests. My students will take the tests and I sometimes worry about how they will do a little bit, but I do not teach in a climate that obsesses about them non-stop and makes them a key factor in every decision.
Other PBL teachers, how do you encourage teachers who want to shift to PBL but feel pressured by a test obsession culture?