Project-based learning (PBL) is a much-discussed teaching practice in progressive education circles. However, there is pressure on teachers who teach in PBL environments, such as art classes and other "making" classes, that formal observations still require the teacher to perform the same old song-and-dance routine of the conventional lecture/demo.
While lectures and demos are key to getting a project started and moving forward with intermittent check-ins and lectures, they are not the meat and potatoes of the project-based curriculum. The core routine is the workday.
I wasn't trying to be contrary by choosing to have a typical workday observed. As an almost exclusively PBL educator, I truly wanted a sense of how I was doing with my day-to-day teaching, and was trying to figure out my weaknesses and strengths in terms that apply to the PBL classrooms. Those strengths and weaknesses are along the lines of teacher-student interaction, facilitating and assisting students in need, setting up, and closing a class period.
Via Jim Lerman