Project-Based Learning
Key ideas from the reading:
Key ideas from the reading:
- Not just a single stand alone approach - needs to work alongside other subjects and practices to be most effective
- Addressing current issues - students needing to work on projects that have real meaning and purpose
- Importance of the process - the learning that takes place can be more important than the products that they come up with
- Students need to develop a clear understanding of what quality looks like
- Learning at CPS is purposeful and authentic - linked to other content areas (Maths / English)
- PBL is a big part of the learning culture at CPS (Students, staff and families)
- The Collaborative process that students work through is very powerful / cross stage students working together.
- Whole school projects allow staff to share resources and practices across the school
- Self reflection and feedback is embedded across everything we do and students are familiar with this across the school (I like, I wonder)
- Engagement students have - connected to the projects and can see the purpose of their learning
- Staff carefully plan - choose carefully from the syllabus to engage different groups of students and to make learning authentic and relevant
- Do we sometimes try to achieve too much rather than digging deep through the process - narrow projects down to allow students to deeply engage and contribute. Knowing your stage and their capabilities.
- To support teachers - look at student accountability and ensure that all students feel they are able to achieve - how are we supporting them, tasks, resources, social skills, collaborative skills etc. Differentiating during PBL. Sharing practice. Making quality time to properly reflect on PBL sessions. This session allows teachers to find out any issues within groups, what they need to support them further etc. This can help with accountability also.
- Supporting teachers to manage a range of different groups and helping students to manage their own groups.
