BOB- A Twist on PBL's
- Noa Daniel
- Jan 19, 2018
- 3 min read
Project Based Learning (PBL) is a powerful tool in the classroom. It allows teachers to be learning collaborators in real time and respond to challenges one-on-one or through explicit instruction. PBL’s create a context for students to learn collectively, individually and in a very personalized way. Project Based Learning promotes inquiry and provides the grounding for deep learning. PBL's allow students to explore real world issues in a constructivist way. They are journeys lead to the creation of something, but it is through the process and the reflection on the process that so much learning occurs.
When asked about my Building Outside the Blocks approach or BOB projects (BOBs), I use PBLs as a starting point. Like all Project Based Learning (PBL), BOBs are framed by a meaningful task, a problem to solve, or a question to pursue. The projects feature real-world contexts, tasks and tools. Many of them speak to students’ personal concerns, interests, and issues in their lives. The BOB approach is simple, but people often benefit from the comparison to PBLs to really understand and begin utilizing the approach and/or projects in their classroom. I found a graphic from Educational Closet to which I added a column in order to explain the distinctions:
As you can see, Building Outside the Blocks is a twist on PBL. I have used both approaches in my classrooms and love building any project that helps students build skill and autonomy. I’m interested in anything that helps students see and be themselves in the classroom, and I had been using the BOB approach long before I had named and defined it. BOBs are personalizing projects that helps students build skill, autonomy and community in minimal class time.
The BOB approach involves:
Choice of Product and Presentations Date (within teacher-determined parameters)
Minimal Class time- Students are introduced to BOBs in class and the rubric is reviewed. Then, they self direct their “home”work in view of their self selected presentation date.
Class as Community of Coaches- A few presentations are made in given class time, so students can focus and actively engage in the presentations. They provide feedback and help coach the presenter in next steps
Teacher as Facilitator- The teacher helps with transitions and classroom management. They take notes, film, take pictures and provide feedback. Most assessment are formative but I have used a few BOBs as diagnostic and, in the case of a Tri-BOB, the third presentation can be evaluated as a summative assessment.
A One-off BOB is a one-time project, while a Tri-BOB is revisited three times, adding layer and dimension with each iteration and building skills over the entire school year.
I love Project Based Learning in all it's forms and twists. I have created many PBLs and dozens of BOBs. The follwing are the ones that I have blogged about, but there are many more:
PBL’s
The Global Closet- Tracing an article of clothing to the countries and people that contributed to it arriving on your person.
BOBs :
What’s Up - A Tri-BOB that is the centre of a Triad of Middle School-oriented Tri-BOBs beginning with What's News, What's Up and, then, News and Schmooze
If you want to read more about each BOB project and all the other fun things that fall under the BOB umbrella, check out Building Outside the Blocks.
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