Week 7 Reflection - EDTECH 542

The culminating event is over, the project presentations have been presented, groups and peers have been evaluated, reflection journals are in. Is the PBL experience really over? Absolutely not. One of the most powerful forms of assessment and project evaluation is the post project reflection. Use the resources from this week to assist you as you think about how you intend to debrief your PBL experience. Some questions to consider:

• Who will you involve in the process?

I would involve as many constituents as possible in the debrief process. First and foremost, this would involve the students who participated in and completed the project. It could involve the business owners who participated in the feature stories, other colleagues in the English department to provide feedback, or even an administrator who showed interested and supported the project.

• What will your process look like?

The process could be both formal and informal. With the students, there could be a reflection form where they answer specific questions about the project and the process, reflecting on how well group members worked together, and how successfully they executed their objectives. The business owner could receive a phone call, or maybe a card of appreciation for participating in the project. He/she could also be sent a copy of the newspaper feature article, or sent a link of the multimedia presentation and be asked to comment and provide his impressions. With colleagues or administrators, it could be an informal conversation in the hallway, or it could be something more formal, incorporated into a review or evaluation.

• Is it just a one-time assessment?

PBL projects lend themselves to assessment both during the project and after it is completed. Each PBL project can be assessed on its own merits, and the more feedback from constituents that's able to be generated, the greater chance that the project will have to succeed. It's important to realize that there may be hurdles and speed bumps, but that they can be overcome if constituents are open and willing to share their thoughts on both the progress but also possible impediments. It is during instances such as this that the teacher-as-facilitator can work to sooth bumps and possibly redirect the group if necessary. The facilitator needs to be careful about how much feedback and direction is provided, while also understanding that some students may need more assistance and suggestion than others. It's a fine balancing act, and honesty, awareness, and communication by all parties is essential to a PBL project having success.