Blending the Best: Merging Project-Based Learning with Explicit Direct Instruction
By Tara Koehler, John Sammon
6/11/2024
In education, we often find ourselves debating different teaching methods, each backed by solid arguments. As educators, we appreciate the variety of perspectives and the dedicated people who have contributed to our field.
Theorists tend to highlight perfect examples of these methods, but in real classrooms, things aren't so clear-cut. Teachers usually mix and match these theories to fit their needs. While we don’t claim to be experts in research and theory, we share everyday observations that reflect the practical side of teaching.
Understanding the teacher…
Teachers juggle a million decisions every second of the day, all while doing their best to look out for their students. They're constantly balancing the needs of each kid, keeping the classroom running smoothly, and adapting to whatever curveballs come their way. It's a difficult job that takes a ton of dedication and quick thinking, and we know that their commitment to their students guides every choice they make.
Given how crazy and unpredictable the classroom can be, teachers rarely stick to one teaching method by the book. Instead, they mix and match different approaches, creating their own special blend to best support their students.
Practical Application
As professional development specialists, we are granted the unique privilege of observing the dynamic interplay between theory and practice. One area where this is particularly evident is in the practical applications of Explicit Direct Instruction (EDI) within Project-Based Learning (PBL). In this blog post, we'll explore the basics of EDI and how it can be effectively used to enhance PBL experiences for all students.
Understanding Explicit Direct Instruction (EDI)
Explicit Direct Instruction is a structured, systematic, and effective methodology for teaching academic skills. The core principles of EDI revolve around clear, direct teaching of concepts, skills, and strategies with a strong emphasis on achieving mastery through step-by-step guidance and practice.
Key components of EDI include:
Learning Objectives: Clearly defined goals for what students should know and be able to do by the end of the lesson.
Modeling: Demonstrating the skill or concept in a clear and structured way.
Guided Practice: Providing students with opportunities to practice the skill with teacher support.
Independent Practice: Allowing students to practice the skill on their own to reinforce learning.
Feedback and Correction: Offering timely and specific feedback to help students improve their understanding and performance.
Review: Regularly revisiting previously learned concepts to ensure retention and mastery.
By following these steps, EDI helps ensure that all students receive the support they need to succeed.
Implementing EDI within Project-Based Learning
Project-Based Learning is an instructional method where students engage in exploring real-world problems and challenges. This hands-on approach not only fosters deeper understanding but also encourages critical thinking, collaboration, and creativity. Integrating EDI within PBL can further enhance these benefits by providing a structured framework that supports students in acquiring the foundational skills needed for successful project completion.
Let's break down a single turning point from our Tapas to Go project, "Unraveling History: The Historical Investigations." Below, you will find the title of the turning point along with the objective and activities. Following this, we will demonstrate how the elements of Explicit Direct Instruction (EDI) can be used to develop content or procedural knowledge.
Turning Point 1: Launch with Need to Know Questions and Choose a Path
Objective: Students select a historical event or figure that interests them.
Activities: Start with the storyline and driving question, then have students formulate their "Need to Know" questions. Use various forms of instruction as noted in Chapter 4, leveraging your existing resources for content lessons. Introduce students to various historical events and figures, followed by discussion and brainstorming sessions to help them identify their interests. Finally, have students submit a proposal outlining their chosen topic and explaining why they selected it.
An Example that Infuses PBL with EDI
Learning Objectives:
Clearly defined goals: Begin by setting clear goals for what students should achieve by the end of the lessons. For example, students should be able to identify a historical event or figure that interests them, articulate why they are interested, and formulate "Need to Know" questions to guide their research.
Example Goal: "By the end of our lessons, students will choose a historical event or figure, explain their choice, and develop a list of questions that will guide their research."
Modeling:
Demonstrating the skill or concept: Show students how to approach the task by modeling the process. Select a historical figure yourself and walk through the steps of identifying the figure, explaining your interest, and developing "Need to Know" questions.
Example: "I chose Abraham Lincoln because I'm fascinated by his leadership during the Civil War. Here are some questions I might ask: 'What were Lincoln's key policies during the war?' 'How did his background influence his decisions?'"
Guided Practice:
Providing support: After modeling, guide students as they start their own process. Walk around the classroom, offer assistance, and provide prompts to help them formulate their questions and select their topics.
Example: "Let's brainstorm some historical events or figures you find interesting. Now, try to come up with a few questions about them. I'll be here to help if you get stuck."
Independent Practice:
Reinforcing learning: Allow students to work independently on selecting their historical figure or event and developing their questions. This reinforces their ability to apply what they've learned.
Example: "Now it's your turn. Take some time to think about which historical figure or event interests you the most. Write down why you're interested and create a list of at least three 'Need to Know' questions."
Feedback and Correction:
Offering feedback: Provide timely and specific feedback on their selections and questions. This helps students refine their understanding and improve their proposals.
Example: "Great choice! I see your questions, let's try to make them a bit more specific. Instead of 'What did they do?' you might ask, 'What specific actions did they take during their most important achievements?'"
Review:
Revisiting concepts: Regularly revisit the skills and concepts involved in selecting topics and formulating questions to ensure students retain and master these skills.
Example: "Let's review the steps we took to choose our topics and develop our questions. Can anyone share how they selected their figure and what questions they came up with?"
By incorporating these EDI elements into the PBL process, you provide a structured yet flexible framework that supports students in developing both content and procedural knowledge. This approach ensures that students are not only engaged in exploring real-world problems but also equipped with the necessary skills to successfully complete their projects.