Master teachers are usually measured by their ability to deliver high quality instruction and manage classrooms so that every child learns. These basics apply to project based learning (PBL) as well, but I have found that successful PBL teachers must possess a more diverse—and demanding—set of skills to make project based work effective.
教師的能力通常以他們能否提供高質(zhì)量教學，能否有效管理教室?guī)椭總€孩子學習來衡量。這些基本原則同樣適用于項目式學習（PBL），但我發(fā)現(xiàn)成功的PBL教師必須擁有更多樣化的或更高標準的技能來讓項目有效進行。
I call these skills the seven essentials for PBL teachers. The skills can be parsed separately, as I’m going to do, but they only work synergistically. Designing and executing engaging projects that move students to a new level of learning and self-awareness—which should be the goal of every project—derives from seeing PBL as a set of moving parts that mesh to create a powerful experience for students. Partly, PBL is an instructional process powered by teacher knowledge; partly, it’s a facilitated process that draws heavily on people management skills; and partly, it’s an intuitive process that relies on open communication between students and teachers.
我將這些技能稱之為“PBL教師必備七要素”。這些技能可以單獨解析，就像我即將做的那樣，但是它們只會協(xié)同生效。設計并執(zhí)行吸引學生的項目，將學生提升到一個新的學習水平和自我認知水平—這應該是每個項目的目標—如果把PBL看作是一組錯綜復雜的，為學生創(chuàng)造強烈體驗的活動體。PBL是一個由教師知識賦能的引導過程，也是高度依賴于人員管理技能的輔助過程，同時還是一個依賴于學生和教師之間開放交流的直觀過程。
Some of the essential PBL skills can be taught or learned, and some, frankly, are more personality driven. But every PBL teacher should think about becoming skillful in these seven areas:
一些基本的PBL技能可以被教授或?qū)W習，而有些項目，坦白地說，更多是由教師個性驅(qū)動的。但每個PBL教師都應該提高這七個方面的技能：
1. Know world-class PBL methodology.
Project based learning and ‘projects’ are two different worlds. Over the last decade, PBL teachers in many countries have developed high quality methods that work. The methods begin with organizing a project around a central, vital, and engaging question, moving students through a deliberate process that requires them to think, inquire, share, reflect, and perfect their products and reasoning, and concluding with a meaningful demonstration of their learning that surfaces content acquisition, conceptual understanding, and application of 21st century skills. Getting results from PBL is not serendipitous; it comes from using thoughtful, replicable methods.
1. 了解世界通用的PBL方法論
項目式學習和“項目”是兩件完全不同的事情。在過去的十年中，許多國家的PBL教師已經(jīng)開發(fā)出了高質(zhì)量的項目式學習方法。通常是由一個核心的、至關重要的、引人入勝的問題來開始項目，讓學生們通過精心設計的過程來思考、探究、分享、反思并完善他們的產(chǎn)品和邏輯，最后以一個有意義的展示來結束他們的學習，包括知識獲取、概念理解和21世紀核心技能的應用。從PBL中獲得的學習結果不是偶然的，它來自于使用反復推敲的、可復制的方法。
2. Create a culture of care.
You might prefer to call this a ‘student-centered’ culture, but I believe that the underlying dynamic that drives better performance in PBL is a personalized classroom culture in which every student feels known, respected, and communicated with. This isn’t just a nice thing to do; it’s the known result of years of youth development research that demonstrates that a culture of care allows you, as the teacher, to assume a mentor role. The mentor role allows you to both ‘push’ and ‘pull’ students through the ups and downs of the PBL process. If you’re not in that role, you will find it difficult to move from a classroom manager to a project manager, a crucial shift for successful PBL.
2. 創(chuàng)造基于關愛的教室文化。
你可能更喜歡稱之為“以學生為中心”的教室文化，但我相信，推動學生在PBL中更好表現(xiàn)的底層基因是基于關愛的課堂文化。在這里每個學生都能感受到自己被理解、被尊重并愿意溝通。創(chuàng)造基于關愛的教室文化并不僅僅因為它本身是一件好的事情，多年關于青少年發(fā)展的研究結果，證明關愛文化可以讓你，作為一名老師，成為學生的導師。導師的角色讓你在PBL的上下起伏過程中及時“推”學生一把或“拉”學生一把。如果你不以導師身份自居，你會發(fā)現(xiàn)很難從一個課堂管理者變成一個項目管理者，而這是PBL成功的一個關鍵轉變。
3. Shift from teacher to coach.
In a traditional classroom, human variation is muted by rows, a standardized lesson, and the teacher’s ability to keep an eye on every student. In PBL, personalities bloom, tendencies—good or disruptive—emerge, and students often confuse the freedom to inquire with the license to mess around. The messiness can be cured only by coaching individual students to perform better—by speaking to their strengths, helping them see their challenges, and returning at all times to the standards and norms for top performance. In a traditional classroom, the end product is paramount. In PBL, the process of learning assumes equal weight as an outcome. Success on the journey often entails what I term the art of ‘ruthless compassion.’ Give every student maximum support; require every student to perform at their best.
3. 從老師轉變?yōu)榻叹殹?/strong>
在傳統(tǒng)課堂上，人與人之間的差異，被一排排的座位，標準化的課程，以及老師一刻不停的緊盯給填平了。在PBL中，學生個性盡情綻放，行為傾向—好的或壞的—都會出現(xiàn)，學生常常把握不了自由的邊界，甚至向老師征求不良行為的許可。這種混亂只能通過對學生一對一輔導來解決，表揚他們的長處，幫助他們意識到自己的挑戰(zhàn)，并不時以最高要求的標準和規(guī)范提示他應該怎么取得更好的表現(xiàn)。在傳統(tǒng)課堂上，最終結果是最重要的。在PBL中，學習的過程與最終結果一樣重要。過程的成功就如“不完美中的完美”中的藝術。給每個學生最大程度的支持；要求每個學生盡自己所能做到最好。
4.Use the tools of people management.
Like the methods for world class PBL, a set of tools has been developed, largely in industries outside of education, that help people stay on task, achieve goals, and work harmoniously. In PBL, nearly everything you do has people management ramifications. This begins with norms and performance expectations, agreements on behavior, and clear directions. But other elements contribute just as much: (1) A clearly stated Driving Question that captures imagination and starts the project in the right direction; (2) a consistent explanation of the why behind the project; (3) an air of experiment, problem solving, and discovery; and (4) a promise that, at the end of the project, the results will matter to someone besides the teacher or the test designers.
4. 使用人員管理的工具。
就像世界通用的PBL方法論一樣，人員管理也有一套通用的方法論，在教育之外的行業(yè)里被廣泛運用，幫助人們專注于手頭任務，實現(xiàn)目標并友好合作。在PBL中，幾乎你做的每一件事都與管理有關，包括設定規(guī)范，成果預期和行為標準以及明確目標等等。但其他因素也同樣重要：（1）一個清晰定義的驅(qū)動問題，它限制了想象力，使項目朝著正確的方向發(fā)展;（2）對為什么要做這個項目，前后一致的解釋;（3）解決問題與探索;（4）承諾項目最終的成果，除了面向老師和測試者之外，還面向更多其他人。
5. Make teamwork productive.
PBL is a group based form of learning. But an essential step is to move from the language of groups to the more powerful vocabulary of teamwork and to teach team members to think deeply together. To achieve high quality work in PBL, there can be no, “Well, she’s sick today and she has all the stuff and we don’t know what to do.” Or, “I did all the work and I got a ‘C’ because my group slacked off?” In teams, everyone is committed to each other’s success and everyone assumes accountability. PBL teachers have developed tools to spur this process, including work ethic and collaboration rubrics, contracts, and bonus point systems to reward initiative and empathetic behavior. If you’re not using these tools, you’re not taking advantage of methods that work. And, most important, if your teams don’t work, neither will your projects.
5. 讓團隊高效合作。
PBL采用的是一種小組學習的形式。關鍵步驟是要從普通的小組合作，發(fā)展為有凝聚力的團隊，并出現(xiàn)團隊領導者，帶領團隊成員共同深入思考。要在PBL中獲得高質(zhì)量的成果，就不能出現(xiàn)：“呃，她今天病了，所有項目資料都在她那，我們不知道該做什么?！?/span>或者，“我做了所有的工作，還最后得了個C，就因為我的隊友都放我鴿子了？”在團隊中，每個人都為彼此的成功而努力，每個人都自覺承擔責任。PBL教師已經(jīng)開發(fā)出了工具來確保這一過程，包括道德和合作的評估量規(guī)、小組公約和獎勵積分制度，以鼓勵積極主動的，有同理心的行為。如果你沒有使用這些工具，那么你就沒有站在巨人的肩膀上。而且，最重要的是，如果你帶領的團隊不高效，你的項目也不會高效。
6. Know how to teach and assess 21st century skills.
PBL is the best method we have for teaching students how to solve complex problems. But to get to a meaningful solution, students need to master the skills of collaboration and self-management. And, to show us how they arrived at a conclusion or created a product, they need to communicate effectively. That’s a short version of why PBL is central to teaching 21st century skills. But PBL teachers face a challenge: Nothing has been standardized in regard to teaching or assessing these skills. Solid performance rubrics have been developed, but are rarely used school wide. I urge PBL teachers at every school to band together and agree on rubrics and methods for assessing 21st century skills (this is a prime topic for PLC work), as well as sharing ideas on how to teach these skills.
6. 知道如何教授及評估21世紀的核心技能。
PBL是我們教學生如何解決復雜問題的最好方式。但要想找到一個有意義的解決方案，學生們需要掌握合作和自我管理的技能。為了向我們展示他們是如何得出結論或創(chuàng)造產(chǎn)品的，他們需要進行有效的溝通，這直接解釋了為什么PBL對于培養(yǎng)21世紀核心技能非常重要。但PBL教師也同時面臨著一個挑戰(zhàn)：至今在培養(yǎng)或評估21世紀核心技能方面，沒有任何標準化模板。我們已經(jīng)開發(fā)出了很詳細的表現(xiàn)評估量規(guī)，但并沒有沒學校廣泛使用。我敦促每一所學校的PBL教師們團結一致，就21世紀核心技能的評估量規(guī)和評估方法達成一致，并互相分享如何教授這些技能。
7. Value reflection and revision.
Finally, educators can learn from the slow food movement. High quality PBL requires a different time frame and expectation, primarily because problem solving is not a linear, 50-minute period experience. This means not just being flexible (one of the prime qualities of the successful PBL teacher), but also making reflection and revision, in pursuit of excellence, central to the process of learning. This takes several forms. First, during a project, encourage drafts and prototypes, then structure time for peer debriefs, jig saws, or other disciplined ways for students to share and exchange ideas. At the end of a project, reflect and debrief thoroughly. Make excellence a standard for your projects.
7. 重視反思和修正。
最后，教育者可以在放慢的節(jié)奏中學習。高質(zhì)量的PBL與傳統(tǒng)教育需要的時間框架和期望不同，主要是因為解決問題不是一個線性的過程，不是一個50分鐘的體驗。這意味著PBL教師不僅要靈活（成功的PBL教師的主要品質(zhì)之一），還要不斷進行反思和修正，以追求卓越，這是學習過程的核心?？梢圆扇∫韵路绞?/span>：首先，在項目過程中鼓勵構建草稿和原型，然后安排班級演示、使用拼圖學習法或用其他方式讓學生分享并交流想法。在項目的最后，透徹地反思和總結。讓優(yōu)秀成為你的項目標準。
原文鏈接：https://pblglobal.com/7-essential-skills-for-pbl-teachers/
翻譯：李葉
