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Week 10

The reflection discusses the importance of Project-Based Learning (PBL) in enhancing student engagement and deep learning in the classroom. The author, an elementary science teacher, grapples with the challenge of integrating PBL within curriculum constraints while recognizing its potential to foster critical thinking and problem-solving skills. Ultimately, the reading inspires the author to prioritize meaningful learning experiences over rote memorization in their teaching practice.

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marc john tiglao
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11 views2 pages

Week 10

The reflection discusses the importance of Project-Based Learning (PBL) in enhancing student engagement and deep learning in the classroom. The author, an elementary science teacher, grapples with the challenge of integrating PBL within curriculum constraints while recognizing its potential to foster critical thinking and problem-solving skills. Ultimately, the reading inspires the author to prioritize meaningful learning experiences over rote memorization in their teaching practice.

Uploaded by

marc john tiglao
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Reflection

( WEEK 10 )

Reading this article about school transformation via Project-Based Learning (PBL) reminds

me of how much learning and teaching must be enhanced to actually engage students. Being an

elementary grade science teacher, I constantly wonder how I can become more effective in my

teaching so that students don't just memorize but actually know and apply what they learn. This

reading reinforced the idea that learning must be deep, meaningful, and connected to actual life.

What struck me most was the focus on depth rather than breadth. I find myself perhaps

sometimes in my own teaching being driven to teach a big area of content in a short amount of

time. But this reading recalls for me how learning actually happens when students are able to dig

in, ask questions, and create. It reminds me of my own classroom—how often do I ever let my

own students interact with the material rather than just preparing them for exams? PBL forces

students to think seriously, work on teams, and solve real problems, skills which are invaluable

beyond the school environment. I am left to question the practicability of this method in my

current school environment. Revolutionizing schools is a grand notion, but my concern is how I

merge PBL with curriculum requirements, state testing, and the diversity of needs within my

students. Am I truly able to increase more project-based learning in my science classes, or will

time and budget constraints smother its possibilities? There are times when I notice connections

between this methodology and what I am attempting to achieve in my own practice. As I

introduce experimental hands-on learning or inquiry learning activities, I observe how my

students are more engaged. At the same time, I see where I do not do a good job—too often,
because of timing issues, I hurry through explaining or don't provide them enough room to

consider their learning. This reading makes me understand that deep learning is not about

accomplishing things, it's about having students own their learning, which makes them question

and discover things by themselves. Reflecting on my own experience, I couldn't help but contrast

this philosophy with how I was taught as a kid. My own education was frequently focused on

memorization and recall, not critical thinking and production.

As an educator, I wish to do better for my students. This reading causes me to question my

practice, to be more thoughtful in planning lessons that foster deeper learning. While switching

schools can seem like an intimidating prospect, I am confident that change can start in my own

classroom—through the day-to-day decisions I make to prioritize understanding over

memorization.

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