This summer two colleagues and myself started a project to change our traditional geometry curriculum to a Problem-Based-Learning Curriculum. We teach at an independent school and the geometry course has mostly 9th and 10th graders in it. We had the support of our school head, and my experience with PBL from a former school that were pushing us forward. I feel that this is a pretty radical change for a lot of people, but do feel that the experience is worth writing about and recording. It is not supported by the whole department.
As the school year started, it was clear that some students were feeling the “uncomfortableness” that almost always comes with trying a PBL curriculum. For many reasons, students end up feeling lost, frustrated, disorganized and without focus. this generally takes a good 2-3 months of working with the kids to get them past the “out of my comfort zone” feeling that they have. Generally, though students are not afraid to talk about their feelings. Interestingly, in my class initially students kept their thoughts to themselves for about a week and a half. There didn’t seem to be much going on in class that they didn’t like, and they seemed to be trying the homework with minimum effort, but trying nonetheless. then it happened….

One Wednesday morning, the dam broke and all of their fears, frustrations, anger and emotions came flooding out. They yelled at me, calmly spoke to me, gave examples of what they needed and more. As I felt my mouth become bone dry, I started giving my usual speech about why I teach this way. Problem-solving is the overarching goal of mathematics education. What I want you to leave this class with is not knowing the pythagorean theorem or how to use it. I want you to leave with the confidence to know that if you don’t know how to solve a problem, you know how to use the resources at your fingertips, and know how to delve into the knowledge that you already have in order to find the best solution that you can. I spoke about the goals of using problem solving skills all throughout your life. They seemed to hear me, the mood of the class changed and things picked up in the rest of the period quickly.

My colleagues also were having similar conversations with their students. But there was a hum beginning on our campus about this change. I heard a few advisors who didn’t know what to say to their advisees who were complaining about it. I felt very frustrated that my colleagues in other departments didn’t feel comfortable coming and asking me about it. I received only one specific email from a parent that was worried about her daughter. There was also an email sent to my head about me and how she was in full support of this change. It is very helpful that she believes in it too. (that’s an understatement)
During the third week of school, I observed my other colleagues and noticed a few things. One of them was at the end of the spectrum where she might have talked a bit too much, but honestly, I thought she was doing a pretty good job. Highlighting the important topics that came up, but letting the kids struggle with the problems together. It seemed very fair and productive. The other colleague was trying to stay out of the conversation a little much. I could see the level of frustration rising in the students as she would ask question after question, but not tell them if they were right or not. I admired what she was trying to do, but in the beginning it was pretty important to earn their trust and confidence in the teacher. So I spoke with her and tried to show her that it was important to speak up a bit more. I think she will work with it a little more. I need to encourage them to come see me teach more too.

I will try to keep up with this blog so that I end up with a record of the successes and failures of this year’s transition – hopefully to say that we will do it again next year.