PBI Global Process
Project-Based Inquiry (PBI) Global is a collaborative, inquiry-based instructional process that connects students around the world through interdisciplinary inquiry projects that require students to ask compelling questions, gather & analyze sources, creatively synthesize claims & evidences, critically evaluate & revise, and share, publish & act.
Inquiry is one approach to teaching and learning in a world that is exploding with information. In fact, teachers can use inquiry to support students as they delve deep into disciplinary content to provide a rich, nuanced learning experience. In our model, we want students to do more than explore topics during inquiry, we want them to use the tools of a discipline to understand claims and evidences and to create new knowledge. Our aim is that students will engage in authentic, intellectual work so that their products will have value within schools as well as outside of school in their everyday lives.
Project-based inquiry has its roots in problem-based learning (Boss & Krauss, 2007; Buck Institute for Education, 2009), building on a strong orientation to real-world problems. The inquiry approach allows a rich set of technology tools and resources to be put into play as students explore and create new knowledge by answering a compelling question.
The content generated from project-based inquiry activities can be enhanced with Internet resources that enable a wide range of multimedia texts. Internet access also widens the communicative scope of project-based inquiry, allowing learners to share the results of their work with extended and distant audiences while gathering feedback and potential inspiration from others’ work. The aim of the project-based inquiry approach is to provide the opportunity for students to engage in what Newmann, Bryk, and Nagaoka (2001) described as authentic, intellectual work. They described the distinctive characteristics of authentic intellectual work as “construction of knowledge through disciplined inquiry in order to produce products that have value beyond school” (p. 14).
Likewise, elements of project-based inquiry possess what Dewey (1927) referred to as productive inquiry, which is deliberately seeking what we need in order to do what we want to do. Intellectual development is primarily about learning to use a specific culture’s semiotic resources within purposeful activities with others in ways that both conform to cultural expectations and express one’s unique perspective. Obviously, reading and writing are central to a student’s intellectual development; these processes are augmented through project-based inquiry as students use a variety of online tools as well as digital video to create products of learning. Through a project-based inquiry process, our aim is to engage students in intellectual work that has depth, duration, and complexity, and to challenge and motivate students toward knowledge creation.
We have applied project based inquiry in a variety of instructional settings, including the New Literacies Teacher Leader Institutes (Spires, Lee, Young, Leu, Coiro, & Castek, 2009); middle grade classrooms (Spires, Hervey, Morris & Stelpflug, 2012; and our New Literacies & Global Learning graduate degree program at NC State University (Manfra & Spires, 2013). We are using this same project-based inquiry process to scaffold teachers’ knowledge and use of video and other digital media for instructional purposes, both in the U.S. (Spires, Hervey, & Watson, 2013) and in China (Spires, Morris, & Zhang, 2012).
High quality inquiry demands questions that compel us to seek an answer. In part, compelling questions emerge from our interests. A compelling question should also be an invitation to learn more. The more open ended and provocative, the better the question for inquiry. Likewise, questions should be authentic, which often can be the most compelling aspect of inquiry. The answer to a compelling question needs to be constructed. In other words, students should not be able to answer questions by searching the Web. Rather through an iterative design process students construct a response based on multiple resources and reflections in a creative way that produces an original product. The question may be teacher-generated, student-generated or a collaboration among teacher and students. We typically have students work in pairs or small groups to explore their question. As teacher facilitators, we guided students to a variety of types of questions, ranging from direct informational questions to open-ended questions, to ill-structured problems to solve. A few sample questions are: What impact does global warming have on our planet and what can we do about it? What challenges has the Internet created for American youth? How did problems associated with the electoral college impact recent presidential elections?
After students decide on a compelling question, they gather and analyze sources. Students use a wealth of print and digital resources to gather pertinent information to address their question. It is important for the teacher to provide appropriate instruction in how to conduct productive web searches, taking into consideration key informational sites relative to a particular discipline. Students should pay particular attention to the credibility and reliability of information as they gather and analyze their sources. Additionally, we suggest that students conduct at least one close reading of a source that they locate. The source they target for a close reading should be one that is challenging and nuanced, and thus worthy of a close reading procedure.
In order to arrive at a creative synthesis, students creatively synthesize claims that they generate within the disciplinary inquiry process. For example, a literary critic might construct claims with textual evidence and close examination of language, while a scientist might construct models to support scientific hypotheses. It is essential that students do the important work of justifying claims with appropriate evidence. After the claims are constructed and justified, students engage in an iterative design and development process that results in representing their research in a new and original way. The process requires students to demonstrate complex thinking with their content by integrating information across print and digital texts, drawing inferences, summarizing, and making novel connections en route to designing their final product. Based on the nature of their project and their content, students may choose a digital tool to support the representation of their content. For example, students may decide to create a video to represent their new knowledge. In this case, they must also gather necessary music, narration, and images that support their video concept. Using a storyboard, students would organize their resources in a way that promotes intellectual, aesthetic, and technical quality outcomes.
Next, students critically evaluate and revise evidences as they fine-tune their claims within a discipline. For example, a historian might detect inconsistencies in evidence and revise for strength of credibility of claims, while a mathematician might critically question logic and revise for precision. In addition to ongoing teacher scaffolding and to ensure broad-based and high-level feedback for their final products, we suggest that students engage in a three-level evaluation process: self-evaluation, peer evaluation, and outside expert evaluation. The evaluations should be based on a well-developed rubric with elements included that target the intellectual and aesthetic qualities that are important to the teacher. The rubric may be teacher-generated, student-generated or a combination of the two. From our experience, we have learned that a rubric that is jointly developed by teacher and students often helps students stay motivated during the project since they have direct input into the learning goals. Using multiple sources of feedback based on the evaluation rubric, students revise their products accordingly. By combining formative and summative assessment, the teacher is using a powerful pedagogical approach that allows students to enter an iterative design process with important feedback along the way.
There are six design features involved in preparing for PBI Global through which teachers decide the nature of the project. The features include:
a) curriculum alignment,
b) project duration,
c) student autonomy,
d) nature of collaboration,
e) student products, and
f) instructional supports.
Teachers have many demands on their time, which is why PBI Global is designed on a continuum of complexity. The following features can be used to design a PBI Global that fits the needs of any classroom.Design Features
Past PBI Global Projects
NSF Grant Will Broaden Project-Based Inquiry (PBI) Global to Include STEM Learning Through An NC Rural/Urban School Partnership
Hiller Spires and Erin Krupa have been awarded a two-year, $450,000 grant from the National Science Foundation to expand Project Based Inquiry (PBI) Global to address STEM learning.
[Video]: Person Early College Innovation and Leadership Investigate Global Water and Sanitation with PBI Global
Person Early College Innovation and Leadership students are learning how to ask compelling questions to solve real-world problems through a new partnership with Project-Based Inquiry (PBI) Global.
Going Global With Project-Based Inquiry: Cosmopolitan Literacies in Practice
Project-Based Inquiry Global is a collaborative inquiry process that guides students in reading, writing, creating and taking action across time, space and cultures to address enduring global challenges. Interested in engaging...