Project-Based Learning Inquiries

This weeks readings in AEE 412 focused entirely upon creating and facilitating effective project-based learning for students in and outside of agriculture education.  Below are several connections to several areas outside of AEE 412.

3 Relevant Connections to my Student Teaching Internship

1. After reading the few readings on project-based learning, I think back to all of the teachers that used this strategy to help myself and my peers learn in high school and college.  It was a great help to me and I often came away have retained more than if the teacher had taught it.  That being said, as a connection to my student teaching internship, I am going to try and use what I have learned to create questions, daily instruction, and a project that correlates and is considered project-based learning.

2. The second connection I can make between what I have read and my upcoming student teaching internship is between project-based learning and my own learning and preparation to become a teacher.  In a way, this internship is a very big project in itself and will be a large project-based learning experience for myself and my cohort as we learn and research how to become the best teachers we can be.

3. The last connection that can be made is the idea that many of the project-based learning essential elements can be used as important elements of every lesson.  Whether through project-based learning or through lecture or a guest speaker, the information should and can apply to the 8 essential elements listed on the myPBLWorks website.

2 Connections to other Courses that are Part of your #TeachAg Journey

1. In AEE 100 we had the opportunity to do a very interesting passport assignment that was entirely project-based.  We had to walk around the University Park campus and take pictures with various monuments to familiarize ourselves with the campus and research the history behind different monuments and building on campus.  We also had to research various agricultural education laws in the history of agriculture education and how Penn state played into it.

2. I can also make a connection to AEE 311 where we learned a lot about SAE and the importance of the learning that students can gain from the projects and experiences they develop, plan, and research for as a part of the tree-circle model.

SAE provides real-world issues and experiences for students to learn.  It also helps them learn success skills.  These are two of the 8 essential elements of project-based learning.

 

1 Triangulated Connection to an Outside Source

1. I was able to find a great resource shared by another teacher on creating and implementing a project-based learning experience in the topic of sustainable agriculture.  Additionally, I found a very useful article about the importance of creating the project as related to the real world as possible so that students can understand the importance of it and take the project seriously.

Works Cited:

Grooms, Crystal. “Sustainable Agriculture: Leaving a Legacy PBL Project.” CTE Online, www.cteonline.org/projects/rcvmfy/sustainable-agriculture-leaving-a-legacy-pbl-project. Accessed 3 Oct. 2021.

Mathewson, Tara. “Farm-Related Projects Bring Classroom Lessons to Life.” The Hechinger Report, The Hechinger Report, 24 Jan. 2019, hechingerreport.org/farm-related-projects-bring-classroom-lessons-to-life/. Accessed 3 Oct. 2021.

“Why We Changed Our Model of the 8 Essential Elements of PBL.” Mypblworks, my.pblworks.org/resource/blog/why_we_changed_our_model_of_the_8_essential_elements_of_pbl. Accessed 3 Oct. 2021.