My last blog post was about what my students in the Introduction to Teaching and Learning course at Sydney University have been learning about this semester. A lot of the conversations that we’ve had are around bringing together this broad range of ‘edu stuff’ in the classroom? Well, it’s become a bit of a running joke that my answer to everything is ‘PBL’ … but, for real, all of these things DO come together beautifully in project based learning. Let’s have a look at just how that can be the case.
I break my PBL into three parts (I call these ‘cycles of learning’ in my class) that roughly equates to the assessment that takes place during each project – they’re being assessed formatively twice and summatively once. Each cycle of learning engages with a variety of the learning strategies, tools and theories. (Sorry about the randomly coloured fonts … this post is kind of a thinking post for me as I prepare for tomorrow’s seminars, lol!)
PROCESS 1: EXPLORE/RESEARCH/INQUIRE/DISCOVER
BIE 8 ESSENTIALS OF PBL: In-depth inquiry, Driving Question, Need to Know and Significant Content
METAPHORS FOR LEARNING: Campfire, Waterhole and Cave
Punk Learning: students generating punk questions and designing own projects
DESIGN THINKING: Intending – Establish needs wants and goals. Defining – Name, list and describe what is involved. Exploring – Imagine, organize and analyze possibilities.
STRATEGIES: KWL table, speed-dating, think/pair/share, think/puzzle/explore
TOOLS: Diigo, YouTube, Edmodo, blogging, ClassDojo
THEORIES: Blooms Taxonomy (Remembering, Understanding, Analysing), SOLO Taxonomy (Unistructural, Multistructural), Quality Teaching Framework (Deep Knowledge, Deep Understanding, Problematic Knowledge, Higher-order Thinking, Engagement, Social Support, Students’ Self-Regulation, Student Direction, Students’ Self-Regulation, Background Knowledge, Cultural Knowledge), 8 Aboriginal Ways of Learning (Story Sharing, Learning Maps, Symbols and Images)
PROCESS 2: CREATE/PRODUCE/DESIGN/COMPOSE
BIE 8 ESSENTIALS OF PBL: Voice & Choice and Revision & Reflection
METAPHORS FOR LEARNING: Cave and Waterhole
DESIGN THINKING: Suggesting – Decide, present and explain your proposal. Innovating – Continually improve as you produce what is proposed.
STRATEGIES: hexagonal thinking, master and apprentice, think/puzzle/explore, goals/medals/missions,
TOOLS: Edmodo, ClassDojo, blogging
THEORIES: Blooms Taxonomy (Applying, Creating, Evaluating), SOLO Taxonomy (Relational), Quality Teaching Framework (Higher-order Thinking, Substantive Communication, Engagement, Explicit Quality Criteria, High Expectations, Social Support, Students’ Self-Regulation, Inclusivity), 8 Aboriginal Ways of Learning (Deconstruct/Reconstruct, Non-Linear, Symbols and Images, Non-Verbal)
PRODUCT 3: SHARE/PRESENT/CONTRIBUTE/PUBLISH
BIE 8 ESSENTIALS OF PBL: Public Audience and 21st Century Skills
METAPHORS FOR LEARNING: Campfire and Life
Punk Learning: self-assessment using the ‘Punk Learner’ rubric
DESIGN THINKING: Goal-getting – Judge, measure and evaluate your success. Knowing – Remember, integrate and apply what you learn.
STRATEGIES: goals/medals/missions, master and apprentice, think/puzzle/explore,
TOOLS: Edmodo, ClassDojo, Slideshare, Scribd, Blurb, Twitter, YouTube
THEORIES: Blooms Taxonomy (Evaluating), SOLO Taxonomy (Extended Abstract), Quality Teaching Framework (Engagement, Explicit Quality Criteria, High Expectations, Social Support, Connectedness, Narrative, Cultural Knowledge, Knowledge Integration), 8 Aboriginal Ways of Learning (Community Links, Land Links, Story Sharing)