Project Based Learning in an elementary classroom is a powerful engagement tool. But after a long break, or several school cancellations, students often forget their excitement about the unit’s topic. A ‘re-entry’ even offers facilitators the opportunity to breathe life back into a PBL unit.
When do I need a ‘re-entry’ event?
- After a lengthy testing window that is not related to your PBL unit
- If enthusiasm for a topic your students proposed and seemed passionate about has waned
- After unforeseen cancellations of school
- After a lengthy break in the middle of your PBL unit
- If your class is continuing a unit that they started in a previous grade-level or classroom
- If many of your students have returned from e-learning
Why are re-entry events important?
- Re-engage students in the topic of the PBL unit
- Remind students what the problem is they are solving
- Re-invigorate your students’ passion for the “cause” or “problem” they are solving
- Reconnect your students with their community partners
- Remind community partners of the unit plans and the requests of the students
- Re-evaluate Knows and Need to Knows to assess if students have forgotten unit-specific information or have gained new experiences and knowledge over break
Ways to Effectively Utilize a ‘Re-Entry’ Event
1. Review the 1st Entry Event
This strategy works best if students simply need a reminder of the logistics of the PBL unit or details of the problem/challenge. If many of your students enter your classroom asking, “When are we going to get back to our PBL unit?”. Then reviewing the initial letter, text, video, or another entry event, can help remind them of the work they left behind.
2. Enter into a part of the unit that you had planned
Plan a small entry event into part of the unit you had planned previously. Remind students why they are completing the work at hand by engaging them with a short entry event into the smaller part of your PBL unit.
3. Take a field trip
Field trips are powerful tools in Project Based Learning. Traveling to places in the community to witness problems/challenges firsthand motivates students to be real-world problem solvers. If your class is able to visit a site as an entry event, students will re-engage with the topic in a powerful and new way.
If students are unable to travel, try a virtual field trip. There are many pre-created virtual field trips out there. But, you may find that you need a specific location. Though creating a virtual field trip can seem daunting, it can be an empowering tool for a PBL facilitator. There are several great YouTube videos about how to make your own virtual field trip. But my favorite is linked here and created by Riley White (who I do not know and who is not paying me to say this).
4. Meet with a Community Partner
Community partners add an element of authenticity to our Project Based Learning units that few entry events can replicate. Utilizing a community partner who your students have already developed a relationship with can light the fire of problem-solving for them all over again.
While many community partners won’t hesitate to come back into the classroom if yours has scheduling conflicts consider utilizing video conferencing or ask them to record a video discussing a few bulleted talking points. Check out my FREE video about building effective community partnerships here.
5. Present a Different Angle
Often the same problem or challenge has many different angles. Consider a new angle to approach your problem and find a video, text, article, or another resource that presents the same problem in a new light. Adding a fresh spin on your problem or challenge can reinvigorate your students’ excitement.
When do I present a “re-entry” event?
- If students are out for a lengthy time, wait until you have re-established your classroom management. Depending on the group, this could take anywhere from 2 days to a week or longer. Try revisiting some of your PBL foundational skills before kickstarting your unit again.
- Try to avoid “re-entering” a PBL unit right before you plan on beginning the work of a unit. Give yourself time to plan and take new Knows and Need to Knows into account. Depending on your planning style, you may want to give yourself a few days after your “re-entry” event to revisit your PBL unit plans.
‘Re-entry’ events can be a powerful and necessary tool in a PBL facilitator’s toolbox. But, sometimes it isn’t enough. Your classroom might need to consider a quick wrap-up or unit abandonment. Knowing if these are necessary next steps can be difficult. But keeping your students and their learning at the center of that decision will help guide you in the correct direction.
Do you use re-entry events in your PBL classroom? Share your greatest tip or trick in the comments below.
View this video on the topic of Re-Entry events for more.
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