Project Based Learning & 'I Can...' Statements
In the realm of education, particularly in project-based learning, the clarity of goals and objectives plays a crucial role in guiding students towards success. This clarity is often best achieved through the use of “I Can” statements, a simple yet powerful tool that helps both educators and students to understand and articulate the learning targets at various levels: surface, deep, and transfer. By framing objectives as “I Can” statements, educators can more effectively scaffold learning experiences in authentic projects, ultimately aiming for students to reach transfer-level goals.
What are 'I can...' Statements
Districts and schools spend a lot of time and money to have teams of teachers develop and re-write student learning goals into student friendly language using “I Can” statements. However, sadly, these are often not used in the daily routine of the classroom. Then, teachers are often invited to attend PBL conferences to learn how to make learning more authentic and relevant to students to increase engagement. Sadly, these two worlds are seen in conflict. However, we aim to change that important dynamic in combining the use of “I Can” statements into the indicator of success of learning and authenticity.
“I Can” statements are concise, student-friendly declarations that describe what students should be able to know, understand, and do as a result of a lesson or project. These statements transform educational standards and objectives into accessible language, enabling students to take ownership of their learning. We start with the focus on the bigger learning goal of the unit or project which we call a Learning Intention. This intention is just that, the intent of learning and we want learners to be able to clearly articulate and understand the goal of learning in the project.
The Three Levels of Understanding
- Surface Level: At this initial phase, “I Can” statements focus on foundational knowledge and skills. They are often tied to specific content and straightforward procedures. Example: “I can list and define the parts and roles of the body systems.”
- Deep Level: These statements involve a more sophisticated understanding of concepts, encouraging students to analyze, compare, and infer. Example: “I can analyze how characters develop throughout a story.” This is where students are making connections between surface level concepts and ideas.
- Transfer Level: The pinnacle of learning, transfer-level “I Can” statements, enable students to apply their knowledge and skills in novel situations. Example: “I can create a story that demonstrates my understanding of narrative elements.”
Look at how colleague and Author Brad Sever has laid out his 3 levels of understanding in a middle school project. He outlines his path in his book: Sustainable PBL: Five Steps for Designing Authentic
Implementing "I Can" Statements in Authentic Projects
In authentic projects, which are designed to be relevant and engaging to students, “I Can” statements serve as a roadmap and develop student efficacy. Here’s how they can be integrated:
- Setting Clear Expectations: At the beginning of a project, educators can introduce “I Can” statements to clarify what students are expected to learn and achieve. This sets a clear direction and purpose.
- Guiding Inquiry and Research: As students delve into the project, “I Can” statements related to deep understanding guide their inquiry, research, and critical thinking.
- Facilitating Self-Assessment and Reflection: Students can use “I Can” statements to self-assess their progress and reflect on their learning journey. This fosters metacognition and self-regulation.
- Encouraging Peer Collaboration and Feedback: In group projects, these statements provide a common language for students to give and receive feedback.
Success Criteria at Each Level
For each level, success criteria should be established to evaluate student progress:
– Surface Level: Success is demonstrated through recall and basic comprehension tests, quizzes, or practical demonstrations.
– Deep Level: Success criteria involve analytical essays, presentations, or projects that require critical thinking and application of concepts.
– Transfer Level: At this stage, success is seen when students independently apply their learning in new and varied contexts, such as creating an original project or solving real-world problems.
Conclusion
“I Can” statements are not just a list of objectives; they are a dynamic tool that can transform the learning experience. By articulating clear, achievable goals at the surface, deep, and transfer levels, these statements help students navigate and succeed in authentic projects. The ultimate goal is for students to reach the transfer level, where they can apply their learning autonomously in diverse and complex situations independently. This approach not only enhances academic achievement but also prepares students for lifelong learning and problem-solving in the real world.
