Project-Based Learning (PBL): Learning in Action! : 3

 Project-Based Learning (PBL): Learning in Action! : 3

For many days, my WhatsApp profile statement has been: 'The art of teaching is the art of assisting Discovery,' by Mark Van Doren.

 As a guide teacher for project-based learning (PBL), it serves as the perfect tagline. It reminds me that my role is to guide students in their journey of exploration and investigation, enabling learners to brainstorm project ideas/questions, develop skills required for exploration and investigation, work out the methodology required for discovery, and help present the discovered knowledge.

When identifying topics for project work, students come up with ideas based on their observations of their surroundings, society, and day-to-day life events. Project-based learning encourages students to actively explore and investigate real-world problems or challenges, fostering a sense of curiosity and self-discovery.

Apart from the above-mentioned methodological aspects of projects, the guiding teacher has to ask a few questions to himself if he wants to develop himself as project mentor.

Am I Coaching for Discovery or Mentoring for Discovery?

How can I work in a better way as a coach for discovery,

and

How can I develop myself as a mentor for discovery?

Coaching for discovery primarily involves providing specific instruction and guidance to individuals as they navigate the process of exploration and knowledge acquisition. It focuses on offering targeted strategies, techniques, and tools to enhance the individual's skills in discovering new insights and understanding. The emphasis is on immediate skill development, problem-solving, and overcoming obstacles by giving specific and immediate guidance and providing actionable steps and techniques to facilitate the discovery process. The coaching relationship is typically short-term and goal-oriented, aiming to address specific challenges or objectives.

On the other hand, mentoring for discovery takes a broader perspective, emphasizing the big picture. Mentors provide guidance, support, and wisdom based on their own experiences, helping mentees explore new areas of interest and develop a broader perspective about the problem. Mentoring for discovery focuses on personal growth, self-reflection, and fostering curiosity and exploration, apart from providing specific instructions. It nurtures the mentee's overall development as they embark on their journey of discovery. The mentor acts as a trusted advisor, providing encouragement, perspective, and insights based on their own experiences.

A coach will feel uneasy when the quality of the work done during the project remains low, the mentor will accept the quality of product, use it as a stepping stone on which a learner can stand and begin to engage in deeper discussion.

The mentor will substitute a teaching method or content with a better method or content by customizing it for the student's needs. Mentor will feel much better when the student's initiative increases despite the product that materializes. A mentor will devote more time to reflection on processes rather than on the content itself.

Last year, during a science fair, I stumbled upon a group of students proudly showcasing their collection of seeds in beautifully arranged bottles and bags. Interested in the topic, I approached them, expecting an insightful discussion about their learning experiences. However, to my surprise, they struggled to articulate the knowledge gained from the seed collection process. While their display was visually stunning, it became evident that they had missed an opportunity to delve deeper into the scientific intricacies behind their collection.

I observed that this collection of seeds is the most common project given as a task in any school across India. However, most projects end up as mere collections and displays of seeds.

In this collection project, the guiding teacher could have played a pivotal role in guiding the students beyond just the collection of seeds and the aesthetic presentation, fostering a deeper understanding of the subject matter by encouraging students to observe and record different characteristics of the seeds.

By collecting seeds from different plants, students can: (CONTENT)

·       Observe and study the various characteristics that differentiate plant species. They can learn about seed size, shape, colour, texture, and other features that aid in plant identification while learning about botany and agriculture.

·       Witness different stages from germination to growth to reproduction to the dispersal of a plant’s life cycle.

·       Explore the diversity of plant species within their local environment.

·       Understand the relationship of plants with dispersers and other organisms.

·       Seeds exhibit various adaptations that aid in plant survival. By studying seeds, students can discover adaptations such as specialized structures for dispersal, seed dormancy mechanisms, and protective seed coats.

·       For higher classes, the project can be extended to experiments related to their seed collection.

·       By studying the variety in the collection of seeds available in glossary shops, one can study the domestication of plants and the production and distribution of grains to understand economics.

A PBL guide teacher can coach and mentor this exploration of seed collection by providing demonstrations, training, guidance, and facilitation on: (PROCESS)

·       Setting objectives and the scope of the seed collection project. They can guide students in setting specific goals for their collection.

·       Understanding the importance of observation and questioning and training students to acquire observation and classification skills.

·       Searching for resources, references, and information on seed characteristics, plant families, observation, classification, and preservation techniques.

·       Acquiring proper techniques for collecting, handling, and preserving seeds.

·       Providing feedback on collection methods, data recording, and classification efforts.

Along with the biological aspects associated with seeds, a good guide teacher can take this project: (CONTEXT)

·       Beyond academics to local ecological and agricultural problems.

·       To real-life problems faced by farmers and the agriculture department.

·       To community efforts for maintaining seed banks as gene pools.

·       To socio-political-economic current events connected to seed collection and distribution.

In this project, the project guide teacher is expected to play a crucial role in supporting students throughout the process of developing a seed collection by providing guidance, knowledge, technical skills, and feedback to ensure a comprehensive understanding of plant biology, observation techniques, classification methods, and the broader scientific principles involved.

A project mentor teacher has to serve as a guide, catalyst, expert, coach, and critic, providing support, expertise, motivation, and constructive feedback to enhance the learning and development of students.

Teaching is not simply about imparting knowledge but rather about guiding learners to explore and uncover knowledge for themselves. A skilled teacher acts as a facilitator, creating an environment that encourages curiosity, critical thinking, and independent learning. By providing guidance, support, and relevant resources, teachers enable students to actively engage in the process of discovery. Project-based learning is the best tool available for teachers to achieve the above objectives.

The art of teaching in project-based learning lies in

empowering students to discover knowledge

and develop a sense of ownership and passion for learning.

Ultimately,

 Teaching for PBL becomes an art

when educators skillfully assist and inspire students

in their journey of discovery.

Prashant Divekar

Jnana Prabodhini, Pune

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 Project-Based Learning (PBL): Learning in Action! : 2

 Project-Based Learning (PBL): Learning in Action! : 1