A COLLABORATIVE MODEL FOR HELPING MIDDLE GRADE SCIENCE TEACHERS LEARNPROJECT-BASED INSTRUCTION

We describe our collaborative work on project-based instruction with m iddle school teachers. Grounded in constructivist theory, project-base d instruction affords many possibilities for transforming classrooms i nto active learning environments. To make the theory concrete and acce ssible to teachers, we delineate features. Students' investigations ar e organized around a driving question, which is authentic and encompas ses substantial content. In attempts to find answers to the questions, students collaborate with each other, develop artifacts, and use tech nological tools. Because project-based instruction entails considerabl e changes in classroom practices, we detail associated challenges in e nactment. Derived from the teacher development literature, our model f or supporting teachers focuses on a dynamic interplay of collaboration , enactment, and reflection. Teachers collaborate with peers, universi ty personnel, and experts in content and technology to discuss informa tion and ideas. They plan and enact projects, reflect on their experie nces, and return to the group to share experiences and strategies for meeting difficulties, as well as for supporting each other. Through cy cles of collaboration, enactment, and reflection, teachers and univers ity personnel gain new visions of instruction, develop rich conception s of the features and associated challenges of project-based instructi on, and learn strategies for enacting practices that are congruent wit h theory.