 Master teachers are usually measured by their ability to deliver high quality instruction and manage classrooms so that every child learns. These basics apply to project based learning (PBL) as well, but I have found that successful PBL teachers must possess a more diverse—and demanding—set of skills to make project based work effective. 教师的能力通常以他们能否提供高质量教学，能否有效管理教室帮助每个孩子学习来衡量。这些基本原则同样适用于项目式学习（PBL），但我发现成功的PBL教师必须拥有更多样化的或更高标准的技能来让项目有效进行。 I call these skills the seven essentials for PBL teachers. The skills can be parsed separately, as I’m going to do, but they only work synergistically. Designing and executing engaging projects that move students to a new level of learning and self-awareness—which should be the goal of every project—derives from seeing PBL as a set of moving parts that mesh to create a powerful experience for students. Partly, PBL is an instructional process powered by teacher knowledge; partly, it’s a facilitated process that draws heavily on people management skills; and partly, it’s an intuitive process that relies on open communication between students and teachers. 我将这些技能称之为“PBL教师必备七要素”。这些技能可以单独解析，就像我即将做的那样，但是它们只会协同生效。设计并执行吸引学生的项目，将学生提升到一个新的学习水平和自我认知水平—这应该是每个项目的目标—如果把PBL看作是一组错综复杂的，为学生创造强烈体验的活动体。PBL是一个由教师知识赋能的引导过程，也是高度依赖于人员管理技能的辅助过程，同时还是一个依赖于学生和教师之间开放交流的直观过程。 Some of the essential PBL skills can be taught or learned, and some, frankly, are more personality driven. But every PBL teacher should think about becoming skillful in these seven areas: 一些基本的PBL技能可以被教授或学习，而有些项目，坦白地说，更多是由教师个性驱动的。但每个PBL教师都应该提高这七个方面的技能： 1. Know world-class PBL methodology. Project based learning and ‘projects’ are two different worlds. Over the last decade, PBL teachers in many countries have developed high quality methods that work. The methods begin with organizing a project around a central, vital, and engaging question, moving students through a deliberate process that requires them to think, inquire, share, reflect, and perfect their products and reasoning, and concluding with a meaningful demonstration of their learning that surfaces content acquisition, conceptual understanding, and application of 21st century skills. Getting results from PBL is not serendipitous; it comes from using thoughtful, replicable methods. 1. 了解世界通用的PBL方法论 项目式学习和“项目”是两件完全不同的事情。在过去的十年中，许多国家的PBL教师已经开发出了高质量的项目式学习方法。通常是由一个核心的、至关重要的、引人入胜的问题来开始项目，让学生们通过精心设计的过程来思考、探究、分享、反思并完善他们的产品和逻辑，最后以一个有意义的展示来结束他们的学习，包括知识获取、概念理解和21世纪核心技能的应用。从PBL中获得的学习结果不是偶然的，它来自于使用反复推敲的、可复制的方法。 2. Create a culture of care. You might prefer to call this a ‘student-centered’ culture, but I believe that the underlying dynamic that drives better performance in PBL is a personalized classroom culture in which every student feels known, respected, and communicated with. This isn’t just a nice thing to do; it’s the known result of years of youth development research that demonstrates that a culture of care allows you, as the teacher, to assume a mentor role. The mentor role allows you to both ‘push’ and ‘pull’ students through the ups and downs of the PBL process. If you’re not in that role, you will find it difficult to move from a classroom manager to a project manager, a crucial shift for successful PBL. 2. 创造基于关爱的教室文化。 你可能更喜欢称之为“以学生为中心”的教室文化，但我相信，推动学生在PBL中更好表现的底层基因是基于关爱的课堂文化。在这里每个学生都能感受到自己被理解、被尊重并愿意沟通。创造基于关爱的教室文化并不仅仅因为它本身是一件好的事情，多年关于青少年发展的研究结果，证明关爱文化可以让你，作为一名老师，成为学生的导师。导师的角色让你在PBL的上下起伏过程中及时“推”学生一把或“拉”学生一把。如果你不以导师身份自居，你会发现很难从一个课堂管理者变成一个项目管理者，而这是PBL成功的一个关键转变。 3. Shift from teacher to coach. In a traditional classroom, human variation is muted by rows, a standardized lesson, and the teacher’s ability to keep an eye on every student. In PBL, personalities bloom, tendencies—good or disruptive—emerge, and students often confuse the freedom to inquire with the license to mess around. The messiness can be cured only by coaching individual students to perform better—by speaking to their strengths, helping them see their challenges, and returning at all times to the standards and norms for top performance. In a traditional classroom, the end product is paramount. In PBL, the process of learning assumes equal weight as an outcome. Success on the journey often entails what I term the art of ‘ruthless compassion.’ Give every student maximum support; require every student to perform at their best. 3. 从老师转变为教练。 在传统课堂上，人与人之间的差异，被一排排的座位，标准化的课程，以及老师一刻不停的紧盯给填平了。在PBL中，学生个性尽情绽放，行为倾向—好的或坏的—都会出现，学生常常把握不了自由的边界，甚至向老师征求不良行为的许可。这种混乱只能通过对学生一对一辅导来解决，表扬他们的长处，帮助他们意识到自己的挑战，并不时以最高要求的标准和规范提示他应该怎么取得更好的表现。在传统课堂上，最终结果是最重要的。在PBL中，学习的过程与最终结果一样重要。过程的成功就如“不完美中的完美”中的艺术。给每个学生最大程度的支持；要求每个学生尽自己所能做到最好。 4.Use the tools of people management. Like the methods for world class PBL, a set of tools has been developed, largely in industries outside of education, that help people stay on task, achieve goals, and work harmoniously. In PBL, nearly everything you do has people management ramifications. This begins with norms and performance expectations, agreements on behavior, and clear directions. But other elements contribute just as much: (1) A clearly stated Driving Question that captures imagination and starts the project in the right direction; (2) a consistent explanation of the why behind the project; (3) an air of experiment, problem solving, and discovery; and (4) a promise that, at the end of the project, the results will matter to someone besides the teacher or the test designers. 4. 使用人员管理的工具。 就像世界通用的PBL方法论一样，人员管理也有一套通用的方法论，在教育之外的行业里被广泛运用，帮助人们专注于手头任务，实现目标并友好合作。在PBL中，几乎你做的每一件事都与管理有关，包括设定规范，成果预期和行为标准以及明确目标等等。但其他因素也同样重要：（1）一个清晰定义的驱动问题，它限制了想象力，使项目朝着正确的方向发展;（2）对为什么要做这个项目，前后一致的解释;（3）解决问题与探索;（4）承诺项目最终的成果，除了面向老师和测试者之外，还面向更多其他人。 5. Make teamwork productive. PBL is a group based form of learning. But an essential step is to move from the language of groups to the more powerful vocabulary of teamwork and to teach team members to think deeply together. To achieve high quality work in PBL, there can be no, “Well, she’s sick today and she has all the stuff and we don’t know what to do.” Or, “I did all the work and I got a ‘C’ because my group slacked off?” In teams, everyone is committed to each other’s success and everyone assumes accountability. PBL teachers have developed tools to spur this process, including work ethic and collaboration rubrics, contracts, and bonus point systems to reward initiative and empathetic behavior. If you’re not using these tools, you’re not taking advantage of methods that work. And, most important, if your teams don’t work, neither will your projects. 5. 让团队高效合作。 PBL采用的是一种小组学习的形式。关键步骤是要从普通的小组合作，发展为有凝聚力的团队，并出现团队领导者，带领团队成员共同深入思考。要在PBL中获得高质量的成果，就不能出现：“呃，她今天病了，所有项目资料都在她那，我们不知道该做什么。”或者，“我做了所有的工作，还最后得了个C，就因为我的队友都放我鸽子了？”在团队中，每个人都为彼此的成功而努力，每个人都自觉承担责任。PBL教师已经开发出了工具来确保这一过程，包括道德和合作的评估量规、小组公约和奖励积分制度，以鼓励积极主动的，有同理心的行为。如果你没有使用这些工具，那么你就没有站在巨人的肩膀上。而且，最重要的是，如果你带领的团队不高效，你的项目也不会高效。 6. Know how to teach and assess 21st century skills. PBL is the best method we have for teaching students how to solve complex problems. But to get to a meaningful solution, students need to master the skills of collaboration and self-management. And, to show us how they arrived at a conclusion or created a product, they need to communicate effectively. That’s a short version of why PBL is central to teaching 21st century skills. But PBL teachers face a challenge: Nothing has been standardized in regard to teaching or assessing these skills. Solid performance rubrics have been developed, but are rarely used school wide. I urge PBL teachers at every school to band together and agree on rubrics and methods for assessing 21st century skills (this is a prime topic for PLC work), as well as sharing ideas on how to teach these skills. 6. 知道如何教授及评估21世纪的核心技能。 PBL是我们教学生如何解决复杂问题的最好方式。但要想找到一个有意义的解决方案，学生们需要掌握合作和自我管理的技能。为了向我们展示他们是如何得出结论或创造产品的，他们需要进行有效的沟通，这直接解释了为什么PBL对于培养21世纪核心技能非常重要。但PBL教师也同时面临着一个挑战：至今在培养或评估21世纪核心技能方面，没有任何标准化模板。我们已经开发出了很详细的表现评估量规，但并没有没学校广泛使用。我敦促每一所学校的PBL教师们团结一致，就21世纪核心技能的评估量规和评估方法达成一致，并互相分享如何教授这些技能。 7. Value reflection and revision. Finally, educators can learn from the slow food movement. High quality PBL requires a different time frame and expectation, primarily because problem solving is not a linear, 50-minute period experience. This means not just being flexible (one of the prime qualities of the successful PBL teacher), but also making reflection and revision, in pursuit of excellence, central to the process of learning. This takes several forms. First, during a project, encourage drafts and prototypes, then structure time for peer debriefs, jig saws, or other disciplined ways for students to share and exchange ideas. At the end of a project, reflect and debrief thoroughly. Make excellence a standard for your projects. 7. 重视反思和修正。 最后，教育者可以在放慢的节奏中学习。高质量的PBL与传统教育需要的时间框架和期望不同，主要是因为解决问题不是一个线性的过程，不是一个50分钟的体验。这意味着PBL教师不仅要灵活（成功的PBL教师的主要品质之一），还要不断进行反思和修正，以追求卓越，这是学习过程的核心。可以采取以下方式：首先，在项目过程中鼓励构建草稿和原型，然后安排班级演示、使用拼图学习法或用其他方式让学生分享并交流想法。在项目的最后，透彻地反思和总结。让优秀成为你的项目标准。 原文链接：https:///7-essential-skills-for-pbl-teachers/ 翻译：李叶 |
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