Project-based learning, boiled down, is students working to solve a real-life challenge, using inquiry to get there. So students’ questions and connecting to resources to find answers lead the charge. But inquiry also involves reflection, connecting to prior knowledge, being open to feedback and revision – all of which are involved in a project challenge question, a class Know/Need-to-Know/Ideas activity, inquiry in small groups – and in every aspect of project-based learning.
Students reflect on their process and products, question what makes their process and products strongest, assess the quality of their work, and determine how their work may be improved. To encourage an inquiry stance throughout students’ project, here are strategies:
– At the beginning and end of class, students individually reflect in their Reflections Journal or Log on what they have accomplished, what they hope to accomplish going forward, and questions they have. Some of these reflections might be shared with a partner, the student’s small group, and you.
– At the end of each class, after group members share their process with their group, each group’s spokesperson shares with the entire class what the group accomplished and the group’s next steps.
– Provide reminders to group facilitators to allow enough time and space for more reflective members to contribute, for everyone to have the opportunity to include reflection in their thought process and sharing, and to use a consensus approach for decisions.
– In an Exit Ticket ask students to note an inquiry question they currently are investigating and possible next steps.
– Have checkpoint dates throughout the project at which students’ products or process receive suggestions for enhancement from teacher or peers. Reflecting on the feedback and new insights, students decide how they may strengthen their products and process.
– Checklists or rubrics with which students self-assess in addition to encouraging reflection, remind students of expectations, and can be used as part of the formative assessment you do to determine where more support or enrichment might be needed. Here is a simple inquiry reflection checklist.
– At the end of the project:
. Invite students to reflect on their process: What were their strengths? What is something about their process they hope to enhance in their next project? This could be done first as an individual self-assessment, then students discuss with a pair, and finally volunteers share with the class.
. You might ask for students’ feedback on the project itself, which you can use as part of your own professional reflection/inquiry process.
. To reinforce lifelong learning, a suggestion is invite students to identify questions related to the challenge they have at this point and how they will continue to look for answers.
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