Project Based Learning
Beyond Changing Culture in Small High Schools: Reform Models and Changing Instruction With Project-Based Learning
by Jason Ravitza
Peabody Journal of Education, Volume 85, Issue 3, 2010
DOI:10.1080/0161956X.2010.491432
by Jason Ravitza
Peabody Journal of Education, Volume 85, Issue 3, 2010
DOI:10.1080/0161956X.2010.491432
Synopsis
My colleagues frequently note that it is easy to create reform in newly formed schools that in schools that are currently operating. As Ravitz (2010) indicates this may be because it is more challenging to change culture than to establish culture. In fact, his research findings suggest that changing instructional culture is even more of an obstacle with students than with teachers. Even so, there is much that traditional, comprehensive schools can learn from small high school reforms in both start-up and conversion schools.
According to Ravitz (2010), reform model schools are those that are organized around a particular design principle. For the purpose of his study, Ravitz (2010) examined schools including New Tech High, High Tech High, EdVisions and Envisions that are organized around 21st Century teaching and learning and Problem Based Learning or Project Based Learning (PBL). Ravitz stress that “PBL may be key to progressive instructional reform” (2010, p. 291). However, he also recognizes that further study is needed as in reform schools there is evidence of increased personalization, but limited understanding of impact on instructional design (Ravitz, 2010).
Ravitz (2010) suggests that schools that organize around a particular instructional design have greater impact on student learning and school reform. Ravitz (2010) argues that PBL is the most effective approach. Since PBL has a wide array of implementation approaches, Ravitz described PBL in his study as: “an approach to instruction featuring (a) in-depth inquiry, (b) over an extended period, (c) that is student self-directed to some extent, and (d) that requires a formal presentation of results (2010, p. 293). He notes that for PBL to be effective, that teachers must engage in significant planning, unlike other instructional models including discovery learning.
It is critical that teacher culture and collaborative time are addressed within the design of the school reform. Ravitz contends that “The power of the reform model may be found in the unifying vision for instructional change, the external resources and the technical support to realize this vision, knowledge about how to focus on and prioritize changes that impact instruction and how to move past potentially overwhelming obstacles or distractions” (2010, p. 309). In other words, in both start-up and conversion schools, for reform to be effective, leaders must adhere to a systemic model around instructional design principles. Reform will not take hold without an agreed upon vision of the instructional model.
To learn more about PBL and related instructional design principles and strategies, I suggest visiting the Buck Institute for Education (BIE) Website.
Ravitz, J. (2010). Beyond changing culture in small high schools: Reform models and changing instruction with project-based learning, Peabody Journal of
Education, 85(3), 290-312. doi: 10.1080/0161956X.2010.491432