High school English language arts teacher Merion Taynton took “a leap of faith” in November 2016 and jumped in “with both feet” into Project-Based Learning (PBL).
While teaching Goethe’s Faust in her Grade 10 class in a Chinese independent school, she adopted PBL in an attempt to “grapple with the ideas” within the text rather than “the text itself.” What would you sell your soul for? How much are your dreams worth? Those were the questions Ms. Taynton posed, as she set aside her regular teaching notes on 19th Century European Literature. Students would complete their own projects and decide, on their own, how to present their findings. “I’m going to do a video,” one said. “I’m going to produce a rap song” chimed in another, and the whole approach was ‘anything goes’ as long as the students could produce a justification.
Ms. Taynton’s project-based learning experience was not…
View original post 1,029 more words