On 10/24/09, Cristy wrote:
> Thematic units and learning-using-lots-of-different-projects are
> different methods from Project Based Learning.
>
> Project Based Learning is a teaching method based on projects that
> take place in the real world, to solve real problems, using adults
> from the community as mentors. For example, if a student wanted to
> learn about communities, he or she would form a research question,
> go out into the community to conduct research, and contact
> professionals within the community who can act as expert guides in
> the research. Instruction in the classroom functions as a support
> for the project. So the student will learn to write letters before
> writing to various community members. Or the students may learn
> about statistics and writing effective surveys before gathering
> and computing data.
>

The "real world" as opposed to what? As opposed to the academic world,
usually. Cristy, I realize that you might not be thinking this, but
the majority of the time, people who talk of taking learning into the
"real world" are simply talking about job training. "Real world"
subjects are contrasted to "merely" academic subjects, such as
literature, history, philosophy, and rhetoric. This is a false
dichotomy, as those subjects have startlingly real implications. The
utilitarian view of education raises a number of disturbing questions.
What is wrong with learning from scholars? What do we tell students
who ask, as some certainly do, "Why do I have to learn how to write an
essay? I don't plan on being a writer"?

>
> But you are right when you say that this is a very slippery slope.
> Like any other method, there is as much potential for disaster as
> there is for learning.

Every method has its flaws, but they don't all have the same potential
for disaster.

Rober

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