Best Project Management Strategies?

Replies to This Discussion

Permalink Reply by Aaron Grimm on February 22, 2010 at 3:40pm

I have to put in a plug for the web based tool Project Foundry. I have seen the software change based on feedback over the past 5 years or so. Students and teachers who use PF say they can't imagine managing projects without it. There are more and more tools being added to help better manage projects.

That was a shameless plug...

Permalink Reply by Suzie Boss on February 22, 2010 at 6:41pm

Thanks, Aaron! We may ask you to weigh in during the next live conversation about how the right tool can help teachers (and students) manage projects more effectively. Hope you can join us.

Permalink Reply by Jane Krauss on February 23, 2010 at 2:11pm

Aaron you'd only be plugging shamelessly if you were with PF! You're with EdVisions aren't you? When you crowd this discussion area with all things EdVisions then we can kick you out. :) No, really, Project Foundry is great, look forward to hearing how it supports schools w/ a PBL focus.

Permalink Reply by Connie Weber on February 23, 2010 at 11:01am

What a great question.

Here's something I'll like to add in, from my experience.

Launching kids on a problem-based learning project requires such a leap of faith!

There's a project we do in class that reminds me a lot of the faith it takes to do PBLs. And it has absolutely nothing to do with digital learning.

To raise money in the school auction, my class paints "naked furniture." I go to the store to pick out and bring back about five pieces, typically small tables and stools. I set them around the classroom and ask the students to examine the surfaces and imagine designs that would work well with the object. I also ask them if there's a theme of from recent class learning they'd like to convey on the art (an ecosystem, an animal, people doing something to watch over the environment). I also allow them to find any other theme they'd like--pirates, the circus, silly bugs.

Somehow--and I'm not at all sure how--it all works. Kids gradually sort themselves out into groups; small groups gradually arrive on a design. I play coach, pretty much as I do for my soccer team, moving players around to make what I think will be diverse and effective skill-sharing teams. The kids are ok with that--or if they're not, they tell me and we negotiate. Soon, individual designs get merged into group designs, drafts get set down on paper, colors get chosen, paint gets bought, paints and brushes get laid out, newspapers are spread all over the floor, and....

That's the part that's the leap of faith, right there. Although the project typically takes weeks, it's that moment, that crystalline startup moment, that holds it all. And you know what? Nobody feels that but me. Nobody knows that's the critical moment.

For the teacher, there's this giant Letting Go. Now that requires some effort. I can see it in my mind--it's me walking away, turning my back, going somewhere else, not allowing myself to hover. It's me communicating "I'm at your service, and 'may the force be with you.'" It's me utterly and totally handing over the reins, let come what may. The project is Theirs.

Permalink Reply by Jane Krauss on February 23, 2010 at 1:55pm

Your comment, "that's the leap of faith, right there", is key to this entire PBL enterprise. You have to structure the situation so success is likely, then trust your kids! It takes courage to take the leap. How can we inspire more teachers to act courageously?

Permalink Reply by George Mayo on February 23, 2010 at 7:53pm

This comment really resonates with me, Connie. I especially like your line, "Somehow--and I'm not at all sure how--it all works." That's the beauty, and excitement, of PBL in my opinion. It's not only a leap of faith, but it also has a lot to do with trusting your students and knowing that they will rise to the challenge. Whenever I'm in the thick of a project, and things seem particularly crazy, I'm reminded of Brian Crosby's saying, "Learning is Messy." When students are fully engaged on a large project, and your classroom is alive with energy and excitement, it can be a very messy place. But somehow, it always seems to work out in the end.

I also like your statement, "For the teacher, there's this giant Letting Go." That may be the biggest road block for teachers who want to try larger projects. You have to be willing to cede a certain amount of control to your students. That's kind of what it's all about. The focus isn't on what you as the teacher thinks is important. The classroom becomes about the students, and what their interests and ideas are. It's absolutely about letting go.

Permalink Reply by Jane Krauss on February 23, 2010 at 2:19pm

Hey Larry Ferlazzo started a nice discussion in Edutopia's discussion area: What's The Best Classroom Management Advice You've Gotten? The question isn't about PBL per se but boy the replies all say meaningful work, projects are the answer to classroom management. Love it.
http://www.edutopia.org/groups/classroom-management/8278

Permalink Reply by George Mayo on February 25, 2010 at 10:52am

One thing that helps me keep students on track is making sure I structure large challenging projects into lots of small steps. For example, we have a big movie project that usually takes about 8 weeks. I structure it out so students go through a series of small steps to reach their final goal. We first have multiple brainstorming sessions to come up with story and character ideas. Students then create premise questions that guide their stories. They collaboratively write scripts (in three acts) following a script structure we use. They carefully storyboard and film their scripts in three different productions. They spend time editing and adding voiceovers, sound effects, and picking music. Each step is clearly defined and has a clear time frame.

I also find it helpful, especially with middle school students, to create a sense of urgency. It's important to use every second of class time wisely, and unless you have clear deadlines and timeframes students will start to slack off. One complaint from my students is they feel like they often don't have enough time. I like it when I hear that. I always want them to have a real sense of urgency as they work on each step along the way. Of course I give them extra time when they need it, but creating that sense of urgency helps to keep them focused.

Movie poster from one of our films from last year:

Permalink Reply by Jane Krauss on February 25, 2010 at 6:56pm

Kids definitely do best when the arc and stages of a project are clear to them. I commend you both for thoughtfully lining this out for kids. (Remind me to share my low-tech orange can lid method.)

I wonder if "milestones" might be a more apt term than "steps"? I feel like milestones mark the way. Steps gives me the sense that kids are following a set of instructions, which like a recipe or directions for putting together a swing set ends with a predictable result. I'm pretty sure neither of you meant the latter. Am I (I think I am) just fussy?

Permalink Reply by George Mayo on March 2, 2010 at 4:29pm

Hi Jane,

Would you mind sharing your "low-tech orange can lid method." Thanks!

Permalink Reply by Suzie Boss on February 26, 2010 at 10:38am

Hi Kim,
How smart of you to capture your own reflections about this project on your blog. I love that you're deliberately modeling risk-taking with your students. Nice.
Did you develop the student guide yourself? I see you're also using Diigo, wiki, video (for capturing student reflections). Curious what other tools are proving useful? Any that you tried but found not so helpful?
(Full disclosure: I also consult with the Buck Institute. Glad it's been helpful for you!)

Permalink Reply by Danette Grossnickle on February 27, 2010 at 5:34am

I am really looking forward to discussing this idea of project management. The few projects that I've completed have been within a quarter's time. I would like to hear about a project that lasts a year, or longer.

I do feel comfortable commenting about keeping projects on track. The parents and students benefited and appreciated the time taken to provide a schedule with deadlines for each section of the project, however small. It was a help to the parents especialy, but I also had some students who enjoyed crossing things off their list. They kept that schedule with their project and became peer mentors without my delegation. It was awesome !!

I worked at that time with 5th graders. I had a smaller class of 17. I would enjoy hearing from other teachers who manage larger classes.

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