FACS Spotlight:

Project Dynamics

Project-based learning is not a new concept. The notion that having students work on projects can provide a learning experience goes back nearly a century. However, it was not until educators began to connect such activities to their growing understanding about what prepares and motivates learners to fully engage in these projects that students truly began to reap the rewards—deeper, more analytical thinking; better communication and collaboration skills; higher retention levels; and a greater desire to continue learning, among other benefits.

As a former FACS teacher and advisor to FCCLA for 17 years, Marta Lockwood makes a convincing case for the value of project-based learning. Marta achieved a great deal of success in her classroom through project-based learning activities that not only enhanced her curriculum, but benefited her school and community as well. Marta left the classroom 7 years ago to serve as the Executive Director/State Adviser for Illinois Association of FCCLA. Recently she took some time out to talk to Classroom Solutions about the power of projects.

Q: How has the concept of project-based learning changed in recent years, and what have educators learned about how to use PBL so it is most effective?

A: We have seen the concept of project-based learning increase in popularity as educators gain a better understanding of just how students learn most effectively. Identifying various learning styles and recognizing that "teacher-centered" lessons are not always what are most effective, lends more credibility to the project-based learning concept. Most educators now agree that project-based learning not only teaches, but it gives students ownership over what they learn. It engages students, and research shows that engaged learners retain more of what they are taught.

Q: What criteria should a teacher use in choosing projects that will be most effective for students?

A: Teachers should choose projects that:

• Are student centered.
• Appeal to a variety of learning styles.
• Utilize a hands-on approach.
• Use higher order thinking and problem-solving skills.
• Give students responsibility for their own learning.
• Provide opportunities for interdisciplinary learning.
• Help students establish the connection to life outside the classroom.
• Develop real career skills.

Q: What types of in-class FCCLA projects are available? How are they relevant and motivating to students?

A: All of the FCCLA National programs provide opportunities for project-based learning. However, an easy way for a new FACS teacher to use an FCCLA program for project-based learning is through the FCCLA STAR Events, competitive events that work very well as in-class projects. The events motivate the students by providing an opportunity for recognition beyond the classroom, as well as giving them a class grade. New teachers in particular find the grading rubrics for the projects helpful.

One of the most helpful resources for students that I found while in the classroom was the FCCLA Planning Process, a one-page template that students can use in planning their project. The five-step process leads students through a project-based learning activity by helping them identify their concerns, set a goal, form a plan, act, and follow up. Students complete the form as they plan their projects and then follow the plan through its evaluation.

Q: Competitive events are natural partners with project-based learning, but not every culinary student competes. What types of FCCLA culinary projects are effective for those students who will not be participating in competitive events?

A: The STAR Culinary Event is an excellent event that can be used in the classroom for competitors and non-competitors alike. The event creates a restaurant kitchen setting by having the students prepare a menu of culinary dishes within a limited time period. This true-to-life experience prepares even those students who are not competing for the career world by putting them in a real culinary situation. At the same time, this event prepares your students who will be competing.

Another STAR Event that is related to the culinary field is Job Interview, which enforces curriculum by showing students the relevance of what they are taught in the classroom. This event has students develop a portfolio, complete a job application, and participate in an interview for employment. Again, whether a student is participating in competitions or not, he or she will find the portfolio, job application, and interview experience very helpful.

Note: Marta Lockwood and her husband Don, an Agriculture teacher/FFA Adviser), own a Leadership Consultant Business. Together they have trained thousands of students to find their leadership potential through teambuilding, public speaking and parliamentary procedure activities. To learn more about FCCLA, go to www.fcclainc.org.

back to top