Ms. Smith's Case: Promoting Student Social Emotional Learning in a Project-Based Learning Classroom

• In Event: Teacher Change of Practice Across Contexts: Case Studies of Large-Scale Project-Based Science Curriculum Enactment

Abstract

Objective. This case focuses on Ms. Smith’s 3rd grade classroom and highlights the project-based learning (PBL) practices learned through the ML-PBL project and how these practices support students’ social and emotional learning (SEL).

Theoretical Framework. PBL is a complex form of instruction characterized by several practices, including investigating phenomena, constructing the driving question board, engaging in classroom discourse, and building artifacts (Krajcik & Blumenfeld, 2006). Engaging students in PBL promotes the development of social and emotional skills, specifically self-reflection, ownership and collaboration (Baines et al, 2017). Self-reflection requires students to evaluate their learning process and make decisions to continue developing their knowledge (Salomon and Perkins, 1989, Baines et al, 2017). Ownership is the feeling of being invested and deeply interested in the work while feeling a sense of belonging, allowing students to take on leadership roles in the classroom community (Baines et al, 2017). Finally, collaboration involves the skills necessary for students to work with classmates to ask questions, organize work, regulate their own actions, and relate to others during times of conflict (Baines et al, 2017). These skills are necessary for managing their emotions and behavior, setting and achieving goals, and building and maintaining positive relationships (CASEL, 2012; Baines et al, 2017).

Method and Data Sources. This case uses qualitative and quantitative methods drawing from data sources including classroom instruction videos, field notes, teacher interviews, student SEL surveys, and classroom observation protocols to show how PBL promotes students’ social and emotional learning.

Findings. In this case, we explore how Ms. Smith engages students in the different practices of PBL during the “bird unit” and the role that those experiences play in supporting social and emotional learning. We find that Ms. Smith provides opportunities for students to participate in authentic experiences that encourage student ownership. As students experience the unit phenomenon, they become invested in the problem and motivated to continue their pursuit of the driving question. When Ms. Smith’s students have ownership, they ask meaningful questions and pursue solutions to those questions. The students work collaboratively to construct a driving question board (DQB) and organize their questions and display their new knowledge. As the unit progresses, Ms. Smith uses the DQB as a daily self-reflection tool allowing students to make connections between experiences, make sense of new knowledge, and make decisions going forward. We find that Ms. Smith uses many strategies to engage students in collaborative work like constructing artifacts, providing opportunities for students to develop positive relationship skills. This evidence is supported by the quantitative findings in the classroom observation protocol and student SEL surveys. We find that Ms. Smith’s use of these practices is significantly different than other teachers and we find a positive change in student SEL scores from fall to spring.

Significance. Teachers can support students’ science learning and social emotional learning by using several PBL practices in the classroom. This case can provide insight to the role teachers play in facilitating SEL development and how professional learning can support teachers in learning PBL practices.

Author

• Cory S MIller, Michigan State University