Title: Project-Based Learning in Urban Education 

Author Name: Chaya Murrell 

1. Introduction

On the morning of May 16, 2019, over three hundred young girls filled the auditorium at Coretta Scott King Young Women’s Leadership Academy (CSKYWLA) awaiting a visit from Robin Roberts and the Good Morning America crew. In the spring of 2019, Good Morning America (GMA) decided to launch the first-ever “GMA” Yearbook. Since Robin Roberts was crowned “Most Likely to Succeed” when she was in high school, it was fitting for her to deliver the news that CSKYWLA was being honored as GMA’s “Most Likely to Succeed.” What neither the staff nor the students knew was that a motivational speech from Lupita Nyong’o and a $25,000 check from DonorsChoose.org for classroom supplies and projects were also part of Robin Roberts’ crew on this special day. 

During the 2018-19 academic school year, CSKYWLA became the first school in Atlanta Public Schools (APS) to become STEM certified and the first all-girls school to become STEM (Science, Technology, Engineering, and Mathematics) certified by AdvancED. CSKYWLA specifically serves a student population composed of 95% Black, 4% Hispanic, and 1% Multi-Racial girls in grades 6-12. CSKYWLA is one of two citywide single-gender academies within the Atlanta Public Schools school district in Atlanta, Georgia. APS serves over 50,000 K-12 students across ninety-one schools and programs. More than 70% of the student population in APS identify as African-American and more than 70% of the student population in APS qualify for free or reduced lunch as cited in the Fast-Facts graphic on the APS website. 

Six years after CSKYWLA was founded, current principal, Mrs. Eulonda Washington, emerged as the fearless leader capable of transforming CSKYLWA into a school that prepares scholars to be “globally conscious college and career ready STEMinists” upon graduation. Continuing to make HERstory, CSKYWLA boasted a 100% graduation rate for the first time in school history during the 2018-19 school year. The dedication and commitment to achieving the school’s vision by both the staff and the students truly reflects the efforts of Principal Washington. All CSKYWLA stakeholders are committed to a spirit of excellence as reflected in the school’s many awards and achievements. 

2. Overview of the Case

When Principal Washington embarked on her journey as CSKYWLA’s new principal she introduced a new school vision with an emphasis on STEM: “All CSKYWLA Scholars will be globally conscious college and career ready STEMinists!!” Obtaining a STEM certification for the school served as the blueprint for remaining focused on the vision. At the time CSKYWLA embarked on the AdvancED STEM Certification process, there was no requirement for teachers to incorporate STEM focused project-based learning experiences as part of their curriculum. In fact, there were no school wide STEM initiatives being executed. However, the AdvancED STEM Certification Process was designed and developed around the AdvancED STEM standards and indicators. As cited on the AdvancED website, problem-based learning with a focus on real-world applications must be present within the school’s curriculum. 

In order to successfully advance through the certification process CSKYWLA needs to revise its current curriculum and incorporate more problem-based learning across all disciplines. CSKYWLA offers courses in the following departments: English language arts, mathematics, sciences, social studies, foreign languages, visual arts, JROTC, fine arts, and health. On a mission to bring her vision to life, Principal Washington charged each department with implementing two project-based learning (PjBL) activities a semester. For one of the two project-based learning activities, teachers had to work with at least one additional class from the mathematics or science department(s) and one additional class from another department. 

This case is examining the results of implementing PjBL in secondary mathematics and science classrooms in an urban education environment. CSKYWLA serves a 100% minority, female student population. CSKYWLA is a Title 1 school which means it serves a high percentage of students coming from low-income households resulting in the federal government providing extra funds. However, it is important to note the difference between problem-based learning, as stated by AdvancED, and project-based learning, as implemented by CSKYWLA. Problem-based learning intends to have learners integrate prior knowledge with new content knowledge by introducing the problem prior to all the necessary knowledge being obtained. If implemented successfully, problem-based learning will result in learners producing an evidence-based problem solution (Reiser & Dempsey, 2018). Project-based learning intends to have learners apply “complex and cross-disciplinary knowledge introduced after concepts are learned with the expectation that students will apply prior knowledge” (Reiser & Dempsey, 2018). If implemented successfully, project-based learning will result in learners producing a project artifact, like a poster or presentation (Reiser & Dempsey, 2018).  

3. Solutions Implemented

Following the 2018-19 school year, CSKYWLA implemented a number of solutions to successfully correct the feedback from the AdvancED Certification Process regarding the lack of PBL in the curriculum. The five main solutions were: a STEM Advisory Board, professional learning at weekly faculty meetings, teacher workdays, minimum PjBL requirement, and a schoolwide STEM chant video competition.  

• STEM Advisory Board

The STEM Advisory Board was established to launch schoolwide STEM initiatives, promote STEM education, and monitor compliance with AdvancED. The advisory board was made up of staff members, parents, and other community stakeholders. The parents serving on the advisory board were elected members. The community stakeholders consisted of professors and employees at local universities and executives at STEM, women focused organizations. The staff members were classroom teachers from the mathematics and science departments nominated by their primary administrator and instructional coach. I served as a member on the STEM Advisory Board through the 2020-21 school year as a representative for the mathematics department which is my relationship to the case. I worked at CSKYWLA as the college advisor during the 2018-19 school year and as a high school mathematics and science teacher during the 2019-20 to present day. 

• Faculty meetings

CSKYWLA’s faculty and staff meet weekly throughout the academic school year. A portion of this time is allotted to inform faculty and staff members of all ongoing STEM initiatives. During the allotted time, staff members are provided with student-facing materials to report back to advisory, or homeroom, students. Faculty members were also given the opportunity to share reports of successful PjBL’s from their classroom(s) and/or extracurricular clubs. 

• Teacher workdays & weekly PLC’s

On district wide teacher workdays, Principal Washington allotts time in the schedule for professional learning by our STEM Coordinator. Oftentimes the STEM Coordinator would partner with board members and/or other organizations to present a professional development session to the entire faculty and staff. During the AdvancED application process, the STEM Coordinator would provide updates on our application and following accreditation she provided updates regarding compliance. Professional learning also occurred during weekly PLC’s held by each department and its instructional coach. Each department received extensive training on PjBL and had to complete a case analysis to demonstrate understanding. 

• Minimum PjBL requirement for each classroom teacher (2)

Once each department received extensive training on PjBL, all classroom teachers were required to implement at least two project-based learning assignments each semester. For at least one project-based learning assignment, all classroom teachers were required to collaborate with another teacher from either the mathematics or science department and one additional department. Teachers were provided a template to outline the design of their project-based learning assignment. All staff had access to a shared drive where staff members could insert the details of their project-based learning assignment(s) to track our progress as a school.

• Advisory STEM chant video competition 

During one of the teacher workdays detailed above, the faculty and staff created a school-themed STEM chant to the tune of “In My Feelings” by Drake. After several rounds of practice, the chant was recorded and distributed along with the lyrics to all faculty and staff members. In each advisory period, teachers shared the video and lyrics with students. All students were asked to participate in a schoolwide video competition among each advisory performing the chant. The purpose of the chant was to improve our student’s familiarity with our STEM focused goals.  

4. Outcomes

Many of the student artifacts produced during the first semester the minimum PjBL requirement was implemented were usually posters hanging throughout the hallway(s), class and/or group presentations, or models built to be displayed. More evidence-based solutions were produced when students crossed multiple disciplines and had a clear PjBL essential question. Additionally, the more successful and complex PjBL’s were mainly funded through DonorsChoose.org. It is important to consider how funding impacted CSKYWLA’s ability to execute a high volume of PjBL’s. 

Figure 4.1 details the PjBL’s in secondary mathematics and science classrooms at CSKYWLA during the fall semester of the 2019-20 school year. 

Figure 4.1

Grade Level	Content Area(s)	PBL Driving Question	Summary	Standards Description
11	Science, ELA	To what extent did Puritan culture influence the citizens of Salem?	One of the central questions that The Crucible raises is who bears the ultimate responsibility for what happens in the Salem Witch Trials?  This assignment allows us to consider this question in a mock-trial format.  In doing so, we will focus on The Crucible’s plot, character development, setting, and central themes.	SB4b Analyze and interpret data to develop models (i.e., cladograms and phylogenetic trees) based on patterns of common ancestry and the theory of evolution to determine relationships among major groups of organisms ELACC11-12W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELACC11-12SL1 Work with peers to set rules for collegial discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.ELACC11-12SL2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
9	Science, Math, Social Studies	How to use food trucks in a food desert area?	One of the biggest problems facing the 30318 zip codes is a shortage of quality Food stores. This PBL will address the problem on how to partner with businesses to bring quality food back into the area.	SB1c: Construct arguments supported by evidence to relate the structure of macromolecules (carbohydrates, proteins, lipids, and nucleic acids) to their interactions in carrying out cellular processes. MGSE9-12.A.REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane
9	Science, Foreign Languages	How can we use our target foreign language to help visitors learn about our school?	Students will code a website using HTML and CSS. The website will feature information about what each student has learned in their foreign language and science classes.  It will also feature one key aspect of our STEM initiative.	IT-IDT-8 Create and organize web pages through the use of a variety of web programming design tools.
9-12	Science, Foreign Languages	What materials and scientific principles are used to create a free- standing, weatherproof scarecrow?	In this PBL students use their knowledge of Newton’s Law to build a free- standing scarecrow.  Students identify history and use of scarecrows in agriculture.	SP2. Obtain, evaluate, and communicate information about how forces affect the motion of objects.  a. Construct an explanation based on evidence using Newton’s Laws of how forces affect the acceleration of a body.  • Explain and predict the motion of a body in absence of a force and when forces are applied using Newton’s 1st Law (principle of inertia).  • Calculate the acceleration for an object using Newton’s 2nd Law, including situations where multiple forces act together.  • Identify the pair of equal and opposite forces between two interacting bodies  MLII.CCC1B Relate information acquired in other subjects discussed in the language class, such as the use of the metric system.
9-12	Science, Reading	How do natural disasters affect us?	Students read articles about various natural disasters and their effects on the US and our society. Then conduct research on the major hurricanes that have affected the US in the past 50 years.	S6E4. Obtain, evaluate, and communicate information about how the sun, land, and water affect climate and weather. RL1, W3, RL2, RL3
9	Science, ELA, Math	Which eight genetic variants of the human genome strongly influence pigmentation — some making skin darker, and others making it lighter?	Students will build their own versions of DNA Model kits. Students will create their own creatures to show gene expression. Students will read and summarize a scientific article on skin color and genetic variation . Students will build their own versions of DNA Model kits.  Students will read several articles related to different perspectives of colorism? Students will view clips of “Dark Girls” and “Yellow Girls” Students will compose an original narrative related to a novel that we will read and will create a narrative from the perspective of a light skinned slave.	MGSE9-12.N.Q.1 Use units of measure as a way to understand problems:  a. Identify, use, and record appropriate units of measure within context, within data displays, and on graphs;  SB2 (genetic expression)  & SB3 (passing of traits)  RL3 (complex characters) & W3 (narrative writing)
10	Math, ELA, Social Studies	How does the kite fight advance the plot and develop the theme of the novel?	Students will analyze a key event within the Kite Runner and analyze how it develops the theme as well as the relationships between two complex characters. They will analyze and create visual representations on their kites and develop a writing that explains how the kite fight drives the theme and create complexities in the relationships of characters. The JROTC department will have the cadets participate in the fighting of the kites. (This will be our Physical Training (PT) for the assignment)	Students will use the Pythagorean Theorem in applied problems and apply geometric methods to solve design problems via kite design and construction. Students will explore the efficacy of the various designs.  RL1, W2, RL2, RL3 SSWH 5, 6 SRT 8, MG 3

 

5. Implications

Due to the pause in standardized testing during the COVID-19 pandemic, there is no quantitative data to draw conclusions regarding the implementation of PjBL and PBL and student achievement within secondary mathematics and science courses in urban education environments. However, qualitative data shows that ongoing training(s) and administrative support are crucial to successfully implementing PjBL in urban education environments. Teachers must understand the difference between PjBL and PBL so that they can set clear expectations for their learning activities. The better informed teachers are the better equipped they will be to properly execute project and/or problem based learning in their classrooms. 

For more resources on project vs. problem based learning, visit the following:

• Project-Based Learning and Problem-Based Learning (x-BL) | Office of Teaching and Learning
• What is Project Based Learning?
• What is Problem-Based Learning (PBL) | Hun School of Princeton
• Problem-Based Learning vs. Project-Based Learning

With ongoing training(s) and proper administrative support in place, implementing PjBL in urban education environments will face only one main hurdle, like most other issues in urban education: funding. Funding in most inner-city schools seems to be stretched thin so administrative support with PjBL and PBL is important for teacher buy-in. Most projects will be paid for by the teacher or some other form of donation. If teachers know the value of PjBL and PBL on student learning and know their administrators will work to help fund their projects, then they will commit 100% to executing a project. When teachers feel supported, students will ultimately benefit. 

For more resources on places to fund teacher projects please visit the following:

• DonorsChoose: Support a classroom. Build a future.

References

Reiser, R., & Dempsey, J. (2018). Trends and issues in instructional design and technology.

Boston, MA: Pearson. Retrieved from https://console.pearson.com/console/home

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