While on the surface, PBL may look like teachers hand over control of the classroom to the students, instructors still exert control over the classroom. Researchers identified fifty-three different management principles ranging from time management concepts to establishing project standards.
There are a few key takeaways for this paper. Depending on the direction of the development project I eventually undertake, reading through this paper once more with that specific project in mind will help inform how I can shape the instructor’s side of the tool. Also, if I need to find new areas to research, reviewing the list of fifty-three principles might uncover new research.
Make certain that technology is crucial to the goals of the project before making it a central feature
Monitor project progress with an eye toward glitches and misdirection
Prompt students to give you information about how the project might be improved
Students always ask what is this going to be worth? Postproject reflection is a way to move the focus of discussion to “Here’s an end product. Are you proud of it? Did it do what you set out to do? How could it be made better? How could project activities have supported your work better?” Class reflection also provides feedback for the teacher. Maybe we should have talked about something earlier instead of waiting until the last week. Kids are going to do projects their whole life. They need a chance to think about what they’ve done and how they can do better.