pbl ict educators nsw
Post on 07-Aug-2015
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Cameron PatersonE: cpaterson@shore.nsw.edu.auT: cpaterso
Project-Based Learning
Image: Dan Pink, A Whole New Mind
Mindfulness is… “the power tool that all the other literacies depend upon”
(Howard Rheingold, Net Smart)
“After 30 years of doing such work, I have concluded that classroom teaching…is perhaps the most complex, most challenging, and most demanding subtle, nuanced, and frightening activity that our species has ever invented…The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster.”
Image: http://www.npr.org/blogs/health/2014/12/11/370116343/solving-football-s-concussion-problem-practice-without-helmets
Example of Unlearning - Football Players Drill Without Helmets To Curb Concussions
Interview with David Perkins, https://www.youtube.com/watch?v=A7UnupF-uJk
“When teachers embrace learning for the future, they nurture expert thinking, collaboration and entrepreneurship. They foster intercultural understanding, environmental stewardship and global citizenship. They invite students to understand complex problems, create quality work and express themselves through traditional and new media – ultimately preparing students to live ethical and reflective lives in rapidly changing environments.”
(Veronica Boix-Mansilla, The Future of Learning Institute, Project Zero)
Michael FullanImage: Liz Davis
Bonawitz et al, The Double-Edged Sword of Pedagogy: Instruction Limits Spontaneous Exploration and Discovery
“In classroom contexts, advocates of discovery learning have suggested that direct instruction is passive and discourages engagement (Dean & Kuhn, 2006; Papert, 1980), whereas advocates of direct instruction have countered that self-guided exploration is inefficient and often ineffective (Vygotsky, 1978; Kirschner, Sweller, & Clark, 2006; Klahr & Nigam, 2004; Mayer, 2004; Rittle-Johnson, 2006). The current results suggest that instruction leads to inductive biases that create a genuine “double-edged” sword: teaching simultaneously confers advantages for learning instructed information and disadvantages for learning untaught information. Thus, the decision about how to balance direct instruction and discovery learning depends largely on the lesson to be learned. Inspired by Piaget, the challenge for educators may be how to foster learners “capable of doing new things” while simultaneously teaching “what other generations have done”.”
Bonawitz et al, The Double-Edged Sword of Pedagogy: Instruction Limits Spontaneous Exploration and Discovery
Project-Based Learning at High Tech High: http://www.youtube.com/watch?v=6rv_rmJYorE
“’Project-Based Learning’ refers to students designing, planning, and carrying out an extended project that produces a publically-exhibited output such as a product, publication, or presentation.”
(Work That Matters: The teacher’s guide to project-based learning)
Image: http://www.innovationunit.org/
PBL is: https://www.youtube.com/watch?v=zJiN8W3C7vs
Different Types of Driving Questions
• A philosophical or debateable issue, or an intriguing topic
• Specifying a product, task, or problem to be solved
• Adding a real-world role for students• Try giving it a local context
A Good Driving Question is:
• UnGoogleable• Engaging for students• Open-ended• Aligned with learning goals
Image: Bianca Hewes
Image: Bianca Hewes
Image: Lee Hewes
Tribute Projects
Three Keys:
Exhibitions Multiple drafts Critique
Image: http://njcie.org/resources-2/toolkit-for-students/
The Construction of Canberra: https://www.youtube.com/watch?v=TuBnADOeFkc&index=5&list=FLcUusQlWO67NvyBtb05jXkA
Where’s My Helmet?http://www.harryswar.info/wheresmyhelmet/
Austin’s butterfly: http://www.youtube.com/watch?v=hqh1MRWZjms
KiSH Critique
1. Be KindPresenting your work for critique puts you in an incredibly vulnerable position. For the critic, on the other hand, it’s easy to get carried away when you’re critiquing work, especially when you feel like you know exactly what a piece of work would benefit from, and inadvertently say very hurtful things. Thus, this ground rule cannot be stressed enough.
2. Be SpecificEven if you are being kind, you are not doing anybody any favours if you are vague. ‘I think Melanie’s writing is really good’ does not cut it in a critique. ‘I like the way Melanie uses lots of different verbs in her writing so that you feel like you’re a part of the action’ is much better.
3. Be HelpfulCritique is not just about naming what is strong and weak in a piece of work, it is also about working out how to go about improving that work.
Kind I really like the way you……………….. Excellent ……………….. throughout The most successful thing about this was ……………….. I enjoyed reading this because ……………….. It was especially good when you ………………..
Specific In the first/second/third paragraph ……………….. I think ……………….. is quite difficult to understand/could be explained
better/could include more detail etc. Your sentence/paragraph about ……………….. was ………………..
because………………..
Helpful Think about adding ……………….. Think about taking away……………….. Have you thought about………………..? To improve your………………..try……………….. Perhaps you could………………..
“The Board of Studies does not require a number to be used (in relation to assessment) until Year 12.”
“Grading is an end of course judgement.”
“School protocols squash the reality of what the Board requires out of sight.”
• Too much testing• Focus more on learning objectives and less on covering content
I BLEW IT!I tried something new and innovative
and it didn’t work as well as I wanted
This coupon entitles me to be free of
criticism for my effortsI’ll continue to pursue ways
to helpmy students be successful
Creative knowledge workers
5 ways the education system is stunting innovation:
1. Individual achievement is the focus
2. Specialisation is celebrated and rewarded
3. Risk aversion is the norm
4. Learning is profoundly passive
5. Extrinsic incentives drive learning
Resources
Buck Institute of Education: http://bie.org/
8 Essentials for PBL: http://groups.ascd.org/resource/documents/122463-CCSS_PBL_Handout_3_8_Essentials.pdf
Work That Matters: The teacher’s guide to project-based learning, Innovation Unit
High Tech High projects: http://www.hightechhigh.org/projects/
REAL PBL: http://real-projects.org/
Bianca Hewes’ blog: http://biancahewes.wordpress.com/project-based-learning/
Boosting the Power of Projects: http://www.ascd.org/publications/educational-leadership/sept14/vol72/num01/Boosting-the-Power-of-Projects.aspx
I used to think…
Now I think…A routine for reflecting on how and why our thinking has changed
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