This term we have ignited our Project Based Learning approach with increasing knowledge of what PBL is and by setting students up with growing ownership and authentic experiences. We know that our students are familiar with a PBL approach, however we also understand the amount of scaffolding they require to get to where they need to be with their learning.
Interestingly the teachers in our hub spent a significant amount of time contemplating what our driving question might be, this time round. We wanted to ensure that the question would be engaging and provoking enough to sustain interest. Our driving question for this term is: How can a building be the heart of the community? With a different approach this term we decided the sub questions are to be created by the students, following guided workshops.
As a team we have spent a lot of time during past terms planning specifics of what we are doing for PBL with ongoing support, however we have what has felt like limited knowledge and experience. We have previously deliberated over questions we posed and made adjustments along the way to improve many aspects: constantly changing what we had first written and curiously pondering on how the students might relate. It has been a significant learning process and we are beginning to feel increasingly confident with how we create what we want the students to achieve. That makes what we are doing this term exciting and together we are journeying through the learning process and creating new pathways. It is great to take some time and reflect on where we are now at and to celebrate how far we have come already on this journey.
While many students are excited about the final product, we are ensuring that we are slowing them down and providing them with necessary knowledge, enthusiasm, as well as independent and collaborative skills so they can together achieve optimal success in their projects and acquire a wealth of skills along the way. We have had various speakers come into the hub this term to assist with giving students extra information and inspiration associated with buildings.
Authenticity, fun and creativity with the final product is a wonderful attribute of the design, however there are also some challenges involved in working as part of a group and ensuring that all members of our PBL groups demonstrate inclusiveness. The students need to focus their attention on utilising the attributes of each group member and the success they can achieve when they all work together co-operatively. We have been fortunate to include a hub trip to various places where students were given selection in terms of who attended particular venues and focused questions to organise specific information that would ultimately assist their design.
Collaboratively as teachers, we have set clear checkpoints for our students with a focus on the following: Team Norms, Sub Questions for individual groups, Design Brief, Action Plan, Research, Future Proofing, Persuasive Writing,Practice Presentation,and their Final Product. Our next step is to compile a rubric to provide the students with clear parameters.
As a support to what we are working on within our hub it has been great to be involved in staff development on PBL earlier this term. These times allow us to reflect on what we have done, to share what has worked well and to move forward and make necessary improvements to ultimately benefit the students in our care.
What a great reflective post Melissa. It certainly illustrates how far we have come as a team in our understanding about what PBL looks like at St Francis. I really appreciate how open to suggestion, how adaptable and how collegial our team is. Keep up the important work.
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