Students in Action:
Finding and Learning, Doing and Learning
by Laura Molina, Socorro Community Learning Center
Heide Spruck Wrigley defines project-based learning
as "a group of learners taking on an issue close to their hearts, developing
a response, and presenting the results to a wider audience" (p. 13). I
was introduced to this method of teaching in November 1998 when I was invited
to participate in Project IDEA, an adult education capacity building and teacher
action research initiative funded by the Texas Education Agency. At the beginning,
I thought I knew what they were talking about since I always recreate everyday
situations with my students that result in a final product. But later, I realized
that what I was doing was only using a participatory approach.
Wrigley proposes a number of phases commonly
developed in most projects: "identification of a problem or issue, preliminary
investigations, planning and assigning tasks, researching the topic, implementing
the project, drafting and developing a final product, dissemination, and evaluating
what worked" (p. 13). Using this as a guide, we began working on a project
that we named A Training Program That Will Get Us A Job.
Identification of a Problem or Issue
First, the students brainstormed about problems
they faced as individuals, at home, and in the community. Questions like the
following served as stimuli in this phase. What is something you would like
to change? What is it that you don't like in your community?
The students were facing many problems as a result
of being laid off from work caused by NAFTA. While brainstorming, we made a
list on the board of all the things they wanted to change. Many important issues
were brought up, followed by a very positive discussion that helped them realize
the origin of most of their problems and frustrations was lack of a job. The
students concluded that lack of education had caused their failure to succeed
in the modern workforce. From that conclusion, they decided to do extensive
research on the types of jobs available in their area and the training required
to perform these jobs.
Preliminary Investigations
The students decided to invite representatives
from the PREP (Pre- Employment Program) who would be knowledgeable about all
the training programs available in El Paso. The PREP representatives met with
our class, provided information on training programs, and gave us their recommendations.
Planning and Assigning Tasks
Students were divided into groups of three. Each
group was composed of one very outspoken student, one computer oriented student,
and a low English level student. Group arrangement was at my discretion to ensure
everyone participated. Each group had the responsibility to decide which school
to invite and to find the school's telephone number and address in the telephone
directory. Next, I made the initial call to talk to the contact person, explained
the project, and asked if he/she would help the students when they called.
Implementing the Project
In this phase, the students called the contact
person, extended an invitation and negotiated the date and time when the presentation
would take place. Students then produced a model of the best questions to ask
the school representative.
Drafting and Developing a Final Product,
and Dissemination
We decided to put all the information together
and make it accessible to as many displaced workers and PREP participants as
possible. The format was very simple. Students produced a question and answer
sheet about each school or agency. These sheets were stapled together, made
into a booklet, and distributed at the PREP facilities to be made available
to NAFTA displaced workers. Students also sent thank you letters to the representatives
from the schools after they gave their presentation.
Evaluating the Learning Involved
During the process of getting to the final product
of this project, the students learned skills that would be useful in their job
search and future workplace. The students acquired or improved their planning
skills. After participating in the project, they are more willing to work and
learn as a team. They learned how to delegate tasks and become responsible for
their own work. Their telephone skills improved tremendously in both English
and their native language. As a group, they said that their level of comfort
in talking on the phone had increased.
About the Author
Laura Molina has a Bachelor's degree in Spanish
and Psychology and is currently working on a Master's degree in Spanish Critical
Writing. She has taught adults for about four years. During the last three years,
she has worked for the Socorro Community Learning Center as an ESL/ Spanish
GED teacher for NAFTA dislocated workers. Laura is presently participating in
the Institute for the Development of Educators of Adults (Project IDEA). You
may e-mail Laura at lmolina@socorro.k12.tx.us
References
Wrigley, Heide Spruck. (December 1998). Knowledge
in Action: The Promise of Project-Based Learning. Focus on Basics, 2 D, 13-18.
|
