Ensuring Critical Thinking in Project-Based LearningPosted by Andrew K. Miller on Feb 16, 2012 in ASCD, Blog, Whole Child Blog | 0 comments
This post originally appeared on The Whole Child blog, an ASCD initiative to call on educators, policymakers, business leaders, families, and community members to work together on a whole child approach to education. View Original >
PBL can create engaging learning for all students, but that depth of learning requires careful, specific design. Part of this engagement is the element of critical thinking. Complex problem solving and higher-order thinking skills, coupled with other elements such as authenticity, voice, and choice, create an engaging context for learning.
One of the essential elements of a PBL project is the teaching and assessing of 21st century skills, including collaboration, communication, and critical thinking. The key takeaway here is teaching AND assessing. You cannot assess something you do not teach. How do we teach critical thinking? Through intentional instruction and intentional experiences. Therefore we need to make sure that the overall PBL journey is one that has both. Here are some elements of a PBL project that you can double- and triple-check to make sure your students are critically thinking
Driving Question: Through repeated practice, you can create a rigorous driving question that is open-ended, complex, and at the same time kid-friendly. A driving question is not “Google-able” but may contain many “on-the-surface” questions. By creating a driving question that requires higher-order thinking skills, the overall project will be infused with critical thinking, as it is present and used throughout the entire project. If you need help with a driving question, please check out these posts in which I go into more detail.
Audience and Purpose: One of the pitfalls that teachers can run into when designing their projects is picking a mediocre purpose and audience. When that happens, the product often becomes a regurgitation of knowledge. If the audience of the project is just the teacher, then the product may or may not have a rigorous purpose that requires critical thinking. If the project is for an outside audience, the purpose may become more complex, because that audience’s lens and needs are unique and challenging. If you pick an audience outside of the classroom and a purpose that is rigorous and challenging, then the project will require some critical thinking.
In-Depth Inquiry: Inquiry is a process that requires investigation, questioning, interpreting, and creating. This process is repeated over and over, because the inquiry itself cannot be finished in cycle. When creating a project, ask yourself if the project will require repeated cycles through the inquiry process. In-depth inquiry leads to repeated moments of critical thinking
Don’t forget that when you demand critical thinking skills, then you must scaffold these thinking skills with lessons, modeling, etc. If you are demanding that students evaluate, you must teach them how. This ensures success on the project and, more importantly, that students are learning how to critically think. The Buck Institute for Education has a great project design rubric that can help you refine your PBL projects to ensure the highest quality learning environment and includes the elements above. This rubric, coupled with the lens of critical thinking as part of the design, can ensure both engagement and deeper learning.