The Process of Passion-Based Projects
Students must first be introduced to what Passion Based Learning projects (PBL projects) are and the process that is involved (Roscoria, 2013):
Time given
Time given is at the discretion of the teacher. Usually, students are given 1-2 hours a week to work on their projects; however, some educators have chosen to incorporate passion based learning as a basis for their entire curriculum (Galit, 2012).
- Students will be given ample time to decide what inquiry topics/questions they would like to focus on.
- Once students have their topic and understand what questions they should be answering, they must begin researching their topic.
* Students should have access to a variety of multimodal resources, including: computers, books, guest speakers, materials relating to their topic (usually supplied by student themselves) (Newell, 2003). - Students will gather all of their new (and prior) knowledge to create a plan for how to present what they learned. Ideas for presenting are endless, and depend greatly on what students intended to learn, and their preferred “style of expression” (see Sharing).
Time given
Time given is at the discretion of the teacher. Usually, students are given 1-2 hours a week to work on their projects; however, some educators have chosen to incorporate passion based learning as a basis for their entire curriculum (Galit, 2012).
Getting off track
It may happen that students find themselves “stuck” during the researching portion of their inquiry; or, they may lose sight of what they set out to research in the first place. Getting off track can happen for a variety of reasons, which is why it is important for students to track their progress in some way for both personal and teacher viewing. At the end of each inquiry work period, students should be given time to write a quick reflection of their progress and any questions that may have arisen during research of their topic.
Note: It is all right for PBL projects to change focus, as this is a natural part of learning and discovering. However, teacher guidance may be required if progress reports indicate that students are not delving deep enough into their inquiries, or if they do not seem to be answering any meaningful questions that they set out to answer.
It may happen that students find themselves “stuck” during the researching portion of their inquiry; or, they may lose sight of what they set out to research in the first place. Getting off track can happen for a variety of reasons, which is why it is important for students to track their progress in some way for both personal and teacher viewing. At the end of each inquiry work period, students should be given time to write a quick reflection of their progress and any questions that may have arisen during research of their topic.
Note: It is all right for PBL projects to change focus, as this is a natural part of learning and discovering. However, teacher guidance may be required if progress reports indicate that students are not delving deep enough into their inquiries, or if they do not seem to be answering any meaningful questions that they set out to answer.
Narrative Examples of PBPThe buttons to the right all lead to TRUE-STORY, narrative examples of passion-based learning projects in classrooms. There are stories for three different levels: Primary, Intermediate, and High School.
By clicking on these links, you will be led into each story as it pertains to student work with specific learning modules on this site:
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