Building our understanding of PBL through planning whole school PBL
Our draft Driving Question:
‘How can we make sure everyone at Camdenville feels safe and respected so that they are able to learn?’
Planning Activity:
Work with a partner from a different stage to identify what the 'Big Idea/s' would be.
Our Big ideas are:
- community
- values
- belonging
- connectedness
- responsibilities and 'rules'
- rights
- empathy
- inclusivity
- relationships
- difference
- acceptance
- social justice
- safety
- positivity
- putting values into action
- everyday actions
- self-worth/respect/efficacy
- perspective
Planning Activity:
Work with a stage partner(s) to identify syllabus content that you might cover through this PBL. Add to the shared document in CPS Programs folder on GDrive.
Reading Activity:
Work with a partner - read one article each and then discuss what a PBL product needs to be authentic and start to think about possible products.
http://www.edutopia.org/blog/authentic-project-based-learning-john-larmer
http://bie.org/blog/gold_standard_pbl_public_product
Planning Activity:
Work with a partner from a different stage to discuss possible products students could create. Put these ideas into the overview and discuss with the whole group.
Learning Activity:
Start to think about the entry event, what might that look like. Will it be class based, stage based or whole school based? What resources will you need? How will you prepare for it?
Work with a small group, read one article each and identify the key features of an entry event and use these to start thinking about what yours might look like.
Article 1 - Suzie Boss
Video - Entry Event
Book Extract - Read pages 39-42
Whole group discussion of the ideas raised and suggestions for the entry event.
Planning Activity:
Determine if we will be planning as a school or stage for the entry event and work together to plan what you will do next week for the Entry event and setting up the N2Ks, Project Wall, Project Calendar etc.
‘How can we make sure everyone at Camdenville feels safe and respected so that they are able to learn?’
Planning Activity:
Work with a partner from a different stage to identify what the 'Big Idea/s' would be.
Our Big ideas are:
- community
- values
- belonging
- connectedness
- responsibilities and 'rules'
- rights
- empathy
- inclusivity
- relationships
- difference
- acceptance
- social justice
- safety
- positivity
- putting values into action
- everyday actions
- self-worth/respect/efficacy
- perspective
Planning Activity:
Work with a stage partner(s) to identify syllabus content that you might cover through this PBL. Add to the shared document in CPS Programs folder on GDrive.
Reading Activity:
Work with a partner - read one article each and then discuss what a PBL product needs to be authentic and start to think about possible products.
http://www.edutopia.org/blog/authentic-project-based-learning-john-larmer
http://bie.org/blog/gold_standard_pbl_public_product
Planning Activity:
Work with a partner from a different stage to discuss possible products students could create. Put these ideas into the overview and discuss with the whole group.
Learning Activity:
Start to think about the entry event, what might that look like. Will it be class based, stage based or whole school based? What resources will you need? How will you prepare for it?
Work with a small group, read one article each and identify the key features of an entry event and use these to start thinking about what yours might look like.
Article 1 - Suzie Boss
Video - Entry Event
Book Extract - Read pages 39-42
Whole group discussion of the ideas raised and suggestions for the entry event.
Planning Activity:
Determine if we will be planning as a school or stage for the entry event and work together to plan what you will do next week for the Entry event and setting up the N2Ks, Project Wall, Project Calendar etc.
