I apologize for the delay in posting a response but I just received my book in the mail. Long story -- but I've had the worst luck with the postal service these days! I had to reorder my book and now I'm ready to post :)
In theory I completely agree with Heather Lattimer that "learning by doing" is the best approach to teaching. I grappled with the idea of PBL in my high school literature classroom but had a difficult time fully seeing how it would work in the English classroom. The process clearly works best when working in an interdisciplinary environment in conjunction with other classroom teachers of other disciplines. Now, by looking at it as a collaborative effort with other teachers in the school, it can be overwhelming to figure out how it would work. I'm looking forward to the real-life examples from other disciplines later in the book to see how this approach looks in other disciplines outside the science classroom.
My bigger question is whether or not a school needs to be structured differently. For example, if in biology class the students are working on a project that requires consultation with a math and English teacher, how is the work on the project incorporated into those particular disciplines? What amount of curricular co-planning is involved to keep the engine running, so to speak?
I guess I'm intrigued by what I'm reading so far. I see glimpses of what I already do in my classroom, but reading just this first chapter leaves me wanting to do more. I hope to learn more about how to do that.