This is the eighth of a series of posts about what Project Based Learning infused with Social and Emotional Learning looks like when teaching remotely. Is it the ideal situation? Probably not, but it is the reality that many of us are dealing with. I will share my ideas and what others are doing to hopefully inspire you to action.
- Remote Entry Events
- Remote Need to Knows
- Remote Inquiry in PBL
- Remote Assessment in PBL
- Remote Autonomy in PBL
- Remote Community Partnerships in PBL
- 7 Remote Feedback Protocols
- Remote Reflection in PBL
Public presentations of student’s final products is an important aspect of Project Based Learning. It gives students a valuable way to share their learning outside the classroom with the community. And we know that community partnerships are a key ingredient to motivate kids by making the work authentic and purposeful.
Whenever I share the importance of public presentations, I am reminded of the fish farm whose product tasted flat, not fresh. They made adjustments to try to fix the problem. First, they adjusted the the water temperature, hoping that would improve the taste. It didn’t work. So then they swapped all of the water out with clean water, but it didn’t help. Next they changed the diet of the fish. They still tasted stale.
Finally someone had the idea of adding a predator fish to the tank, which chased all of the other fish around keeping them active. And it worked! Now the fish were fresh as if they had just been caught in the ocean.
Public presentations are the predator fish of PBL. They create a healthy pressure on students to produce high quality work because the outside world is going to observe and critique it. We don’t want to overwhelm students with stress, but classwork is meaningless if it is only headed to the recycling bin after a grade from the teacher.
Online options for presentations are numerous. Students can always create slides in one of the various options from Google, Powerpoint, or Prezi. But these often get boring for both students and audiences. Try using a different tool and having students create a more specific product for their given audience. They might use Canva to create infographs, Loom to record a screencast, or Anchor for podcasts.
Don’t start with thinking about tools, but about what product connects the project idea with the local audience. What would be a beneficial artifact for the community? Then progress to what tools to use to make it and share it online.
Remote PBL does not need to be limited to technology products either. Students can perform a skit or poetry, record it, and upload it to YouTube. Flipgrid is another popular platform where students could post videos of hand-made products such as models, prototypes, or 3D artwork. Photos of 2D art could be posted in a million places from instagram to your school website or social media pages. Students might also choose to design their own social media campaign to educate the community about an important issue they are studying.
Impact Over Metrics
One thing to consider is who the audience will be and the size of the impact. On the one hand, if students present in a live video conference to a few professionals in the field, especially if those experts have been a part of the project all along, it can be a powerful experience. Students will receive critical feedback from the people who know the content discipline.
On the other hand, if students plan a social media campaign or post a video and it only gets 3 random views, we should question how public the presentation really is. Students should feel the impact of their work whether it is from “going viral” on a local scale or high quality feedback from experts. They need to know that their work is being seen and appreciated.
The process of public presentation builds many of the SEL competencies. Students practice and excel at communicating their ideas. They gain tons of confidence in themselves as learners from the work they create and its impact in the community. They begin to see themselves as responsible citizens and leaders who can make a difference by advocating for change. This in turn, leads students to become even more active and involved in both school and the community at large.