Our Theory of Action Term 3:
- if students understand what an authentic audience is?
- if appropriate opportunities for student voice are being utilised?
- if teachers are consistently identifying learning objectives for PBL that are not content driven?
- if there is a consistent understanding of what we mean when we speak about high expectations?
- if students value and understand the processes as part of PBL?
- if 'project time' is used consistently and effectively across the school?
IF teachers learn more about the structure of 'PBL' time by observing other teachers, planning together and doing research THEN they will have a clearer idea of what each PBL should focus on.
IF teachers have a better idea of what each PBL lesson will focus on THEN they will be able to develop learning objectives that explicitly tell students what the intention of the lesson is.
IF students understand what the intention of the PBL lesson is THEN they will have a more accurate understanding of what the expectation for the lesson is and the purpose of the task and how this fits into the larger process of the PBL.
IF students have a clearer understanding of the expectations and purpose within the bigger picture of the PBL THEN they will value the process more.
Our Theory of Action Term 4 (What have we noticed?):
If you were a child at CPS you would be learning to:
*identify and tap into local services/experts in community
*lifelong skills - 4Cs, technology (using iPads, laptops, Google Drive, software, troubleshooting etc.), organisation
*reflect on learning
*work in a group - acting on feedback (giving, receiving, acting)
*product success
*voice an opinion persuasively - articulating points of view
*ask for support from adults, experts and peers
*gain ownership and independence of learning, student choice, take responsibility
*Research skills - decipher relevant information from a variety of sources, note taking
*use the writing process (draft, refine, publish)
*follow a process/identify next steps
*work in a flexible space, being a flexible learner
*make connections between their learning and real world
*talk about learning
*think and act creatively - embrace their creative skills
*work with a facilitator
*use visual prompts and scaffolds (project wall, login cards)
*develop relationships with peers, teacher
*learn alongside the teacher
*use a variety of ways to capture my learning
*create surveys, collect and analyse data for real world purpose
*base ideas on evidence
We wonder:
*if we could share PBL resources across the whole school, including student work samples to use as a model?
*if we could develop a continuum of ICT skills?
*if there is a consistent understanding of what we mean when we speak about high expectations?
*if we could provide opportunity for increased cross-stage collaboration?
*how to maximise engagement and access for all students?
*identify and tap into local services/experts in community
*lifelong skills - 4Cs, technology (using iPads, laptops, Google Drive, software, troubleshooting etc.), organisation
*reflect on learning
*work in a group - acting on feedback (giving, receiving, acting)
*product success
*voice an opinion persuasively - articulating points of view
*ask for support from adults, experts and peers
*gain ownership and independence of learning, student choice, take responsibility
*Research skills - decipher relevant information from a variety of sources, note taking
*use the writing process (draft, refine, publish)
*follow a process/identify next steps
*work in a flexible space, being a flexible learner
*make connections between their learning and real world
*talk about learning
*think and act creatively - embrace their creative skills
*work with a facilitator
*use visual prompts and scaffolds (project wall, login cards)
*develop relationships with peers, teacher
*learn alongside the teacher
*use a variety of ways to capture my learning
*create surveys, collect and analyse data for real world purpose
*base ideas on evidence
We wonder:
*if we could share PBL resources across the whole school, including student work samples to use as a model?
*if we could develop a continuum of ICT skills?
*if there is a consistent understanding of what we mean when we speak about high expectations?
*if we could provide opportunity for increased cross-stage collaboration?
*how to maximise engagement and access for all students?
