Project-based learning emerges from a vision of education in which students take greater responsibility for their own learning, and graduate from school prepared to use the skills and knowledge they have attained to lead successful lives.
(This section is reprinted from a series of articles first published in Technology Connection in 1995.)
We are fighting a long school history of topical research. For decades students have been sent to the library to "find out about" some topic. This tradition has led to information gathering but little analysis or thought.
Essential questions set students and staff free from this tedious and wasteful ritual. Research becomes motivating and meaningful. An essential question has the following attributes:
Essential questions reside at the top of Bloom's Taxonomy (Bloom, 1954). They require students to EVALUATE (make a thoughtful choice between options, with the choice based upon clearly stated criteria), to SYNTHESIZE (invent a new or different version) or to ANALYZE (develop a thorough and complex understanding through skilful questioning).
Who needs a rainforest anyway? How can you save a rainforest? What does the rainforest give the world? What and who is Killing the rainforest? Deep Understanding Performance Research/Inquiry Research/Inquiry Research/Inquiry Deep Understanding Performance Deep Understanding Performance Reflections/Assessment
Learning changes the brain because it can rewire itself with each new stimulation, experience, and behavior.
Learning begins with a stimulus.
The stimulus is sorted and processed at a variety of levels.
Then there is a formation of memory potential
Pieces are in place so that the memory can be easily activated.
What percent of your physical brain do you use?
On a given day, most areas are used because functions are well-distributed throughout it.
Mathematically, however, it is estimated that we use less than 1 percent of 1 percent of our brain’s projected processing capacity. (Each of your 100 billion neurons ordinarily connects with 1,000-10,000 other neurons. Your brain is capable of processing as much as 10 to the 100 trillionth power . That number exceeds the number of known particles in the universe.
Primary source of energy is blood which supplies nutrients like glucose, protein, trace elements and oxygen.
Water provides the electrolytic balance for proper functioning.
The brain needs 8 to 12 glasses of water a day for optimal function.
Dehydration is a common problem in school classrooms, leading to lethargy and impaired learning. (Hannaford, 1995)
How Brain-Based Learning Impacts Education http://www.funderstanding.com/brain_based_learning.cfm Curriculum --Teachers must design learning around student interests and make learning contextual. Instruction --Educators let students learn in teams and use peripheral learning. Teachers structure learning around real problems, encouraging students to also learn in settings outside the classroom and the school building. Assessment --Since all students are learning, their assessment should allow them to understand their own learning styles and preferences. This way, students monitor and enhance their own learning process.
Homework will be a thing of the past. Assignments and Extension activities will develop school based learning rather than replicate it.
Students doing a 25-30 hour week from home and school
Learning Skill Development will be as important as Knowledge Acquisition
The Transformational Starting Point in 2005-6 Learning & Teaching Free teachers to teach National Agreement ICT for Learning Managing change Focus on teaching and learning Work/life balance Every Child Matters Support staff Non-Teaching Workload Partnerships & collaboration
-Motivation of pupils & engagement with lifelong learning
-Customised Learning Plans for Pupils
-E-Learning and the Virtual Curriculum
The Cultural Argument
-Managing school change and improvement
-Engaging the school workforce
-The Widely Shared Moral Purpose to sustain distributed effort & commitment
Mind Mapping the Personalised Learning Journey The Student and the Learning Organisation Skills for Learning Individual Learning Plans & Coaching Curriculum Pathways & Learning Choices The Leadership Of Learning Extended Learning Opportunities Student Voice & Learning Assessment For Learning The Learning Environment
Personalising Learning at John Cabot CTC Personalising Learning Curriculum Diversity- KS4 pathways Learning to Learn-Year 7 CCC New Technologies VLE Mentoring & Welfare CPD-Teacher Partnerships Student Voice-Cabot Promise School Organisation- Lead Practitioners Workforce Remodelling- Cover Sups Re-Organise Tutor Groups
The Learning Vision for a Personalised Experience Year 7 Entry Year-Learning to Learn Year 8-Intermediate Year-1 Full GCSE-Humanities, Expressive Arts or Single Science Year 9 to Year 11 English, Maths, Science, Technology, ICT (DIDA) PE, PSE and Citizenship Fast-track AS Modules In Y11 3 Year GCSE Programmes Y9 and 10 Y10 and 11 Vocational 2 days off Site 3 days-Core Year 12 and 13 Core Experience +Vocational and Enrichment AS and A2 IB OU Foundation Degree Modules AS and A2 & IB BTEC/A2 Shape & Balance Core Learning-70% Negotiated Learning Pathways-30% Arts, Languages, Humanities, Sport, Media & Business, General Specialist Pathways