ConclusionThere are many barriers that hindered the process of PBL implementation in the classroom. It has become clear that successful implementation plans need to reach beyond simple PBL focused trainings as initially believed by the researcher. There are other factors that need to be addressed. The chart below outlines the key stakeholders and the researchers recommendations based on the data collected and literature review findings regarding PBL implementation.

School wide implementation of PBL requires more than simple development and training. Even with a staff of trained, willing teachers, implementation is difficult, but not impossible, and the potential net gains far exceed that challenges. Working together, the key stakeholders can make a difference in education. PBL will allow students an opportunity to learn and acquire skills that will help prepare them for future.

Graduate School of Education – Touro University, California

The computer lab is primarily used for targeted student teaching such as mandated interventions.

There is limited non-scheduled computer time available for teacher and student use.

There are not enough computers for all classrooms to have one-to-one computing.

There are no longer computer classes to teach basic word processing or keyboarding skills.

There are no longer classes to teach computer etiquette or research skills.

The library limited resources for researching purposes.

The World Encyclopedia’s are dated 1992 and include pictures such as the above still depicting the Twin Towers as existing skyscrapers.

Evolution of Teacher Thought and Practice using PBL adapted from Apples ETaP Model

Lack of Resources Available for PBL Research

An Elementary School’s Journey to PBL Proficiency

Jennifer Meno Jennifer Meno

IntroductionPreparing students for the future through 21st Century skills requires teachers to think in new and innovative ways. Teachers must involve the students in their learning and provide them with the tools they will need to be successful in a competitive workforce environment. Students need to acquire high level thinking skills, practice communication and collaboration, and demonstrate creativity. Students seldom use these skills in traditional teaching methods.

Project Based Learning (PBL) is “a systematic teaching method that engages student in learning, knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and task”. (Buck Institute for Education, 2003, p.5). PBL is a student-driven, teacher-facilitated approach to learning. Teachers have to change their current style of teaching and conceive, design, deliver, and assess the curriculum differently to implement project-based learning into the classroom (Wood, 2003). Project-based learning can provide opportunities for teachers and

students to utilize and implement technology.The implementation of PBL is a completechange in the current paradigm of teacherdirected instruction. Moving to a newmethodology is a process, not a single step.

Purpose of ProjectThe purpose of this study was to examine the early implementation of project-based learning at the elementary school level at a small suburban school. This action research project evaluated and observed the implementation of project based learning with and without the use of technology. Objectives: 1.To document teachers’ use and acquisition of PBL at an elementary school site through gathered data: introductory survey, post-survey, observations, journals and focus groups 2.To analyze the growth of PBL with various professional development.3.To identify success and challenges teachers face when integrating

PBL. The researcher hypothesized that teachers would need specialized professional development (of various forms) to implement PBL into the classroom. The data demonstrated that there are also critical systemic issues that must be addressed for successful implementation of PBL.

Literature CitedCalifornia Department of Education Publication. (2007, September 19).      Recommended and Required Instructional Minutes [Middle Grades Courses of      Study and Instructional Time]. Retrieved from California Department of      Education website: http://pubs.cde.ca.gov/tcsii/ch3/rdmdrqirdinstmin.aspx

Hallermann, S. & Larmer, J. (2003). PBL in the Elementary Grade: Step-by-Step Guidance, Tools and Tips for Standards-Focused K-5 Projects. (p.5)

Wood, D. F. (2003, February 8). ABC of Learning and Teaching in Medicine:      Problem-Based Learning. British Medical Journal, 326(7384), 328-331.     

AcknowledgmentsI would like to thank my family for their constant encouragement and support including their help with my daughters, some great meals, and needed hugs. My daughters gave me their patience, love and support while I was working on my Masters program. Thank you girls!

I would like to thank my colleagues for the time and dedication they put towards this project . I would also like to thank my fellow cohort members for their help, encouragement and humor during this program which kept me sane.

I would also like to thank my professors from Touro University, Roger Pence and Steve Gibbs for their tech tools and tricks and, Susan Craig and Pamela Redmond for their guidance and support throughout this program.

Results After a seven week investigation of PBL implementation:

• 6/6 teachers have had some form of professional development

• 6/6 had strong or very strong interest in implementing PBL

• 6/6 teachers believe PBL will improve student learning

• 0/6 teachers implemented a PBL lesson

During the initial survey 67% of the teachers had more than 10 hours of PBL professional development. Furthermore, 67 % of the teachers had a lesson with essential elements of PBL created and ready to implement and 83 % reported they had the foundational skills needed to implement PBL. However, not one teacher was able to implement a PBL lesson during the seven-week course of this investigation. So what happened?

Calculation of Minutes Available for Non-Mandated Activities by Grade Level

The school/district complies with and monitors implementation of instructional time for the adopted programs for reading/language arts [and math]. This time should be given priority and be protected from interruptions.(California Department of Education, 2007)

The school/district complies with and monitors implementation of instructional time for the adopted programs for reading/language arts [and math]. This time should be given priority and be protected from interruptions.(California Department of Education, 2007)

* State and district mandated instructional minutes include pacing guides, required curriculum, and consequences to teachers who deviate from the “fidelity” of the State approved text books.

* With the time that is not mandated teachers often lose time to other weekly or monthly requirements : library, vocal, band, strings, art, Second Step, transitions, emergency drills, assemblies and beginning and ending daily routines (sharing, review and distribution of homework, cleanup, etc.).

The survey finds:

• 4/6 teachers have had PBL instruction and are in the Entry phase; the teachers still need more direct instruction to move to the Adoption phase. Coaching is empathetic eliciting feelings and concerns.

•6/6 teachers want to observe PBL in an elementary setting to help with implementation demonstrating a willingness to move into adoption phase.

•Teachers need to start with small projects so that skills coaching can begin.

•Coaching from outside the school is critical until skills are developed and peer mentoring can begin.