This document provides guidance for planning a curriculum embedded unit with real world connections using a project-based learning approach. It outlines key aspects of planning such an interdisciplinary unit, including developing an engaging driving question, launching the project, creating authentic products, incorporating showcases and field experiences, providing feedback and assessment, and considering next steps. Planning requires collaboration across departments to identify overlaps and ensure coherence, as well as outreach to experts and community partners to connect learning to the real world. The process emphasizes student agency, developing cultural and social capital, and creating value for an authentic audience.
Promoting Student Engagement and Imagination Through Project-Based LearningEduSkills OECD
This presentation was given by Joe Krajcik at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Towards a new curriculum in the NetherlandsEduSkills OECD
This presentation was given by Rosavande Tas at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Developing students' creativity in schools - Singapore's approachEduSkills OECD
This presentation was given by Melvin Chng at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Fostering creative thinking skills through education and cultureEduSkills OECD
This presentation was given by Stephan Vincent-Lancrin at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Creativity Learning Through the Arts - An Action Plan for WalesEduSkills OECD
This presentation was given by Sian James and Diane Hebb at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Promoting Student Engagement and Imagination Through Project-Based LearningEduSkills OECD
This presentation was given by Joe Krajcik at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Towards a new curriculum in the NetherlandsEduSkills OECD
This presentation was given by Rosavande Tas at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Developing students' creativity in schools - Singapore's approachEduSkills OECD
This presentation was given by Melvin Chng at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Fostering creative thinking skills through education and cultureEduSkills OECD
This presentation was given by Stephan Vincent-Lancrin at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Creativity Learning Through the Arts - An Action Plan for WalesEduSkills OECD
This presentation was given by Sian James and Diane Hebb at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Project based learning in school education for promoting experiential learningRajeev Ranjan
Blumenfeld et al. says that, "Project-based learning is a comprehensive perspective focused on teaching by engaging students in investigation. Within this framework, students pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts.
www.rajeevelt.com
School Education
Designing a Creativity Friendly Learning EnvironmentEduSkills OECD
This presentation was given by Anne Fennell at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Project-Based Learning - Mandarin Classroom (K-12)Shaz Lawrence
Project-based learning is a very effective model for student learning. Teachers, learn how to implement the 8 essential elements of PBL and how students can learn effectively.
This presentation was given by Tony Harrington at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Directed by Laura Fidler, this half-day workshop helps participants use the NAF curriculum as the foundation for project-based learning. Through a combination of direct instruction and hands-on
group work, participants will plan, design and receive peer feedback on an engaging and rigorous project using the Buck Institute for Education model and tools. Participants should bring their laptops, as well as the scopes and sequences.
PBL 101: The PBL Experience Day 1 PresentationRhitt Growl
This slide deck was used to deliver information to participants in our PBL 101 workshop. The goal of the workshop was to introduce a small group of teachers from our parish to the PBL process.
Understanding Imagination in Project-Based Learning Claims and Evidence for S...EduSkills OECD
This presentation was given by Barbara Schneider at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Project based learning in school education for promoting experiential learningRajeev Ranjan
Blumenfeld et al. says that, "Project-based learning is a comprehensive perspective focused on teaching by engaging students in investigation. Within this framework, students pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts.
www.rajeevelt.com
School Education
Designing a Creativity Friendly Learning EnvironmentEduSkills OECD
This presentation was given by Anne Fennell at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Project-Based Learning - Mandarin Classroom (K-12)Shaz Lawrence
Project-based learning is a very effective model for student learning. Teachers, learn how to implement the 8 essential elements of PBL and how students can learn effectively.
This presentation was given by Tony Harrington at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Directed by Laura Fidler, this half-day workshop helps participants use the NAF curriculum as the foundation for project-based learning. Through a combination of direct instruction and hands-on
group work, participants will plan, design and receive peer feedback on an engaging and rigorous project using the Buck Institute for Education model and tools. Participants should bring their laptops, as well as the scopes and sequences.
PBL 101: The PBL Experience Day 1 PresentationRhitt Growl
This slide deck was used to deliver information to participants in our PBL 101 workshop. The goal of the workshop was to introduce a small group of teachers from our parish to the PBL process.
Understanding Imagination in Project-Based Learning Claims and Evidence for S...EduSkills OECD
This presentation was given by Barbara Schneider at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Explore how educators can infuse authentic project-based learning into the classroom to promote deeper student thinking and the development of critical life skills. Discover technologies that can help students take ownership of their learning as they demonstrate understanding of content.
Learn more: http://www.lynda.com/Education-Elearning-training-tutorials/1792-0.html
How do we ensure that every student has an adult advocate who understands and guides his/her academic and social development? In this session, we will answer that question by examining how we build strong advisory and advocacy programs in our middle schools.
Everywhere in Education we see curriculum change and renewal, change responding to external policy, responding to our desire to refresh our Education programmes and sometimes responding to internal institutional requirements but as academics working in Education departments we always seek to develop our curricula by being informed by what we know about effective learning
Joe Hallgarten presentation from the HEA 'Curriculum Challenge: Being a Curriculum Thinker' event on 7 April 2014
Exploring Identity, Fostering Agency, Discovering How Students Benefit.pdfBonner Foundation
Join this session to learn and share best practices and emerging models for transformative education involving civic learning and democratic engagement. In a conversational format, presenters will share knowledge and personal experience about the ways in which colleges and universities, as well as faculty and staff, can design the spaces and intentional experiences that support students to develop civic identity. We’ll highlight innovations and point to supporting research and scholarship, while inviting you to do so. Presented by Marina Barnett (Widener University); Samantha Ha DiMuzio (Boston College); Ariane Hoy (Bonner Foundation); and Paul Schadewald (Bringing Theory to Practice) for the Feb 6-7, 2023 CLDE Forum: Bridging the Divides: Including All Students: Diversity, Equity, and High-Impact Civic Learning Pathways
Future focused schools: aligning strategies to realise positive change - Slides used in my Future Focus Schools online workshop on 5 May and 21 October, 2020
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Workshop Objectives:
• Why are we here? (rationale: WSDP, Y5-8 Curriculum
and Learning Review, David Leat ...)
• What are the benefits (and challenges) of inter-
disciplinary learning?
• How do we go about creating a unit of learning?
• How do we assess a unit?
• Where do we go from here .....
3. WSDP
Continue to adapt and improve the curriculum to provide effective
continuity of learning in our all through school.
Review curriculum mapping in light of Office 365 changes
Develop opportunities to teach and model the Learner Profile
characteristics
Ensuring there is a diversity of curriculum content
Broaden and deepen opportunities for collaborative, peer-to-peer working
that have a positive impact on practice and outcomes for students
4. What is a teacher in
the 21st century
and what does a
21st century
teacher need to
know?
A teacher is a person who has
made a decision to help to shape
the citizens of the future. This is a
decision that has a moral
component as well as an
occupational component. Teachers
therefore need to have a clear
understanding both individually
and collectively of their own
values, of the values which will
help to sustain a peaceful, fair and
just future for their students.
Ian Menter, Vice-President, British Educational Research Association.
Emeritus Professor of Teacher Education, University of Oxford
5. Curriculum
as written
Curriculum
as taught
Curriculum
as
experienced
David Leat and Ulrika 5
Teacher/
School
Values
Curriculum
Guidance
Assessment
Regime
Teacher
Repertoire
View of
students
Student
knowledge
Student
Motivation
Learning
Outcomes
good and bad
Curriculum as written, taught & experienced
8. Some of the
arguments for
and against
• Distracts from the normal
curriculum.
• How will we cover all our
subject content.
• Need to get them ready for
GCSEs.
• Some teachers might be out
of their comfort zone.
• Parents might not all like it.
• Time consuming trying to
arrange meetings across
departments/ contact
outside experts…
• Produce public events in which
student’s work is showcased & which
amazes, captivates, benefits or
challenges people in the local/wider
community.
• Develop sustainable partnerships
with local organisations.
• Place the school at the heart of the
community by serving that
community.
• Opportunity to collaborate with
colleagues & experts outside of the
department/school.
• Subject knowledge becomes more
powerful as it explains the world and
supports action in it, while at the
same time raises the social and
political consciousness of students.
• Develop student agency.
D. Leat, U. Thomas, A. Whelan - Planning Curriculum PBL with real world connections, 2021
9. Key aspects
Student agency
Authenticity – Question &
Outcome
Opportunity to go places ( cultural
capital)
Opportunity to meet different
people (social capital)
D. Leat, U. Thomas, A. Whelan - Planning Curriculum PBL with real world connections, 2021
10. Creating
links inside
& outside
of school
Internal support - Amanda Nocera – Linkdin, Alumni….
Social media support - Families of BSB, Twitter..
Senior leadership support – half day block off timetable for a visit…virtual call for all Yr8s in
Lesson 6.
Good starting point -Think about what people, places & resources from outside of school
who might benefit from the project.
Creating a new project & developing links takes time. Can the project be sustained or
developed in future years? When you start to develop links – think carefully whether the
people/ person are the right fit? Do you feel comfortable negotiating expectations..
Remember it should not just be a one -way partnership – service learning.
Supports Career ideas.
D. Leat, U. Thomas, A. Whelan - Planning Curriculum PBL with real world connections, 2021
11. Powerful Knowledge & Cross Curricular Projects
• What constitutes knowledge in
your subject discipline and how
can cross curricular projects help
to develop it?
D. Leat, U. Thomas, A. Whelan - Planning Curriculum PBL with real world connections, 2021
Julie McGrane
12. Powerful
Knowledge &
Cross Curricular
Projects
• Why and when might you
need to teach knowledge
during a project to ensure
pupils can deploy it to
deepen their
understanding further?
D. Leat, U. Thomas, A. Whelan - Planning Curriculum PBL with real world connections, 2021
Julie
McGrane
14. Planning a cross curricular unit
of work with real world
connections
15. Planning
1. June 2020 – Global Issue -read bbc article
https://www.bbc.com/news/science-environment-
51300515
Set up Teams meeting with Emma Adams
2. June 2020 -EA contacted the Head of Geography (
PC) & Biology (MS) & discussed the possibility with
them via Teams.
CL set up a Wakelet - staff can share resources.
EA set up a Project group in Teams –staff can easily
communicate about the project.
3.September 2020 - EA & CL contacted Amanda
(AN) our school’s Employer Engagement officer and
asked her to contact experts who could possibly be
an authentic audience for the students.
How is different to normal lesson
planning?
1. CL knew there was a lot of overlap between KS3
Geography and Biology.
You can make the process easier by looking for
common themes/overlaps that already exist
between departments.
2. We decided to start the project in October, so
that we all had time to carry out effective
planning.
Sharing ideas between departments.
3. We started contacting experts which we
wouldn’t normally do this for a new SOW.
16. Planning
4. September 2020 - Lunchtime meeting with MS,
PC, CL, EA & AN to discuss experts, possible links
with the English department, and more importantly
what each department would roughly cover in the
project, to ensure no overlap.
We set a date where we could share our rough
plans/ideas. We discussed the possibility of a virtual
museum so we can then share our work with an
authentic audience/educate the wider community.
We also discussed embedding a story, which the
students can relate to ( hook). Possibility of an
indigenous story?
Ideas were then shared back in separate
departmental meetings.
How is different to normal lesson
planning?
• Normally only Geographers would
meet to plan and wouldn’t normally
talk about overlaps/links.
• We normally like to start a course with
a hook, but wouldn’t normally be
thinking about an authentic audience
& consulting experts.
17. Planning
• 5. October 2020 - Calls were set with the experts,
Hadn’t managed to meet as a department. CL &
PC had to meet over lunch to put in place a rough
sequence of lessons, before calling the experts.
• CL speaks to X3 UN experts The rough Geography
plan is shared, feedback is given by the experts,
they also share resources linked to the plan and
agree to be part of an expert panel.
• PC contacts JK to set up the logistics of the expert
panel. He also suggests an Amazon day.
• EA offers support and asks us to share our plans
via a Team Chat, so each department can view &
comment.
• CL, PC, LT spend a whole PL afternoon reviewing
the plan –only manage to tackle 6 lessons. Need
more time after half term. We set up folders for
each lesson. LA & CL have agreed to add
resources to each folder / a loose plan, which
allows for teacher autonomy.
How is different to normal lesson
planning?
• Hard to find extra meeting times.
• Wouldn’t normally consult experts when planning a
SOW nor would we share our plans and ask for advice..
• Arranging calls isn’t always easy with the time
differences.
• Valuable getting the experts opinions on planning, &
shared new resources.
• Be prepared to give up time to arrange these meeting.
• Despite starting in June, we only started planning the
lessons in detail 2 days before the October holidays.
• Making a new project requires a lot of enthusiasm from
the department, as well as energy and time.
• It was really nice & exciting planning out a unit together
as a department. 3 heads is certainly better than one.
• I enjoyed checking out the new resources the experts
had recommended to me. I probably would never have
used/found the Ted Talk about the flying River in
Brazilian.
18. Highlights of the Project
Virtual Expert Panel
Included UN experts
from Brazil, Panama
& Brussels, plus
Vitor an Indigenous
Rights Researcher
The students being able to post their
own questions to the experts, which
shaped the virtual panel.
The online forum and UN debate. Both
8Le and 8Bf posted x100 posts on the
first day of their pre-conference forum
opened.
The students sharing their own
researc on Teams.
Students staying behind at the end
of online lessons to ask how they
can help.
Celebrating their work –
virtual museum for parents
& BSB Instagram
19. Outstanding work
The students were informed from the
beginning of the project that we would
be creating a virtual museum for
parents & that we would be sharing
the best work with the UN experts –
Authentic Audience!
23. What did 8Le and
8Bf say about their
Amazon & Ocean
Projects?
What didn’t you enjoy? What do we need to
improve?
• More freedom of choice
• More & better social capital
• Worksheets
• Assessment – tests & PEEL paragraphs.
• Time consuming at times
• More cultural capital
• Teachers should collaborate more
24. What did 8Le and
8Bf say about their
Amazon & Ocean
Projects?
Anything else you would like to add?
• More subjects
• More whole class projects
• Enjoyment
• Only occasionally
• Project + test
26. D. Leat, U. Thomas, A. Whelan - Planning Curriculum PBL with real world connections, 2021
Use the “dimmer
switch” approach.
Amazon Project
Oceans Project
28. 1. Developing your hook question
D. Leat, U. Thomas, A. Whelan - Planning Curriculum PBL with real world connections, 2021
29. 2. Launching the project
• Launching a project can take a variety of forms and can range in
complexity, but the fundamental point is that it is intended to act as an
inspirational start that will spark your students’ curiosity and desire to
learn more. The launch has several purposes:
• It sets the tone for the project
• It tries to engage all students
• It might introduce the driving question/ challenge
• It provides some initial context and subject content (students and
teachers)
• It initiates the enquiry process and generates questions which can then
be followed up with what
D. Leat, U. Thomas, A. Whelan - Planning Curriculum PBL with real world connections, 2021
30. 3. Products
Working towards the creation of a product is a fundamental part of a
project. It gives the project direction and an end point. However, as with all
aspects of your planning the product can range in complexity.
• It can be one that is easy to create in your lesson, or one that will require
the support of colleagues or external partners.
• It can be a prescribed product or one that is left open for the students to
determine i.e. where the students select what they consider to be an
appropriate product to showcase their work.
• For authenticity it is important to make this work public.
• To ensure quality of final piece you may want to co- design a marking
rubric with the students & provide opportunities for peer
assessment/feedback.
D. Leat, U. Thomas, A. Whelan - Planning Curriculum PBL with real world connections, 2021
33. 4. Showcases
• A real-world audience
• Raises the quality of the work
• Make the most of opportunities
34.
35.
36. 5. Where possible
go places to
develop cultural
capital
A visit will provide your students with rich and memorable
experiences which will hopefully inspire the learning back at school
as well as broaden horizons. It will develop their cultural capital.
It can provide a ‘wow factor’ launch to your project;
It can provide some of the subject content knowledge that will be
required to complete the project;
It can provide the context for the project;
It can provide an opportunity to put into practice the learning from
the project.
D. Leat, U. Thomas, A. Whelan - Planning Curriculum PBL with real world connections, 2021
37. D. Leat, U. Thomas, A. Whelan - Planning Curriculum PBL with real world connections, 2021
38. 6. Where
possible
meet people
and develop
social capital
• Yr8 students in my former school talked to
shipyard workers & miners about their
experiences.
• Yr9 students talked to people who had lived
through WW2 in their history lessons. In art
they worked together with their visitors to
build trenches… & in Food Technology they
produced a thank you tea party.
• Year 12 students during CAS ( Service
Learning) offered tailored IT lessons to the
visitors.
• It is may also be possible to build in links to
FE colleges, Universities and employers.
40. Keeping the students on track
Provide the student with a
clear project
success/assessment criteria.
Deadlines – provide these at
the start & link to success
criteria. Not just final but
weekly or fortnightly.
Project walls – tasks could
be outlined on a board and
student could sign up to task
using post its.
Visits from and or
communication with
external partner - they may
check up on their work and
provide feedback.
Subject content input –
expert lecture, workshop or
skills session at points
through the project to help
with motivation.
Throw in a curve ball –
introduce new information
half -way through.
D. Leat, U. Thomas, A. Whelan - Planning Curriculum PBL with real world connections, 2021
41. 7. Feedback &
Assessment
Ron Berger has described it: Be
Kind, Be Helpful, Be Specific
Build in lots of opportunities.
• Gallery walks with post it
notes ( WWW, EBI) .
• Work with a thought
partner/s.
D. Leat, U. Thomas, A. Whelan - Planning Curriculum PBL with real world connections, 2021
42. Assessment & Feedback
• Regular assessment • Reflective blog - tracking skills
D. Leat, U. Thomas, A. Whelan - Planning Curriculum PBL with real world connections, 2021
47. D. Leat, U. Thomas, A. Whelan - Planning Curriculum PBL with real world connections, 2021
48. Structured Inquiry
Unit Design
#InquiryMin
dset
#InquiryMin
Grade: Subject: Duration: How long will the
inquiry be?
Inquiry Cycle: This unit planner supports these phases of inquiry.
Concept/Focus of the inquiry: UnGoogleable Question:
The concept/focus of the inquiry must be evident in this question. This question will
frame the unit.
Spark Curiosities
What provocations will you use?
(images, videos, gifs, artifacts,
people, place/community,
technology). Is it a standalone
provocation or a sequence?
Which curricular objectives are
the provocations surfacing?
Identify Wonderings
What Thinking Routines will
surface student wonderings? How
will this thinking be documented,
evidenced, and curated for future
reflection? How are these
Thinking Routines scaffolding the
inquiry?
Brainstorm Questions
What equitable questioning
techniques will you use? How will
you gather evidence of student
generated questions? How will
you make these questions
visible? How can you categorize
these questions and look for
clusters, trends, and
connections?
Create Research
Pathways
What will you explore to deepen
your understanding of the
UnGoogleable Question? What
research pathways will you
utilize? How can you make this
research authentic and
contextual? How will students
document their findings? What
research skills will be used?
Competency
Development
What competencies will students
flex throughout this inquiry? How
do you plan on making these
competencies visible? How will
you coach them? How can you
encourage reflection and
documentation of the
competencies being used?
Co-Design the Learning
What can you co-design in this
inquiry? What are you doing for
your students that they should be
doing for themselves?
Assessment Intent
49. Concept or Theme
Values/Guiding Statements
Content – Knowledge and
Understanding
Science/DT Geography History Art PHSE
Skills Science/DT Geography History Art PHSE
Link texts
Inspirational People
Creativity
CAS (service / authentic
audience)
Coherence – links to other
year groups
Builds on… Leads to…
Context – real life
EAL pre-teaching
opportunities
EAL teachers – In class –
Vocabulary Tier 2: Tier 3:
Assessment Opportunities
Outline Process (getting
started and stepping stones).
Resources: -
BSB Primary School
Unit of Discovery
Plan
50. Building upon projects & the introduction of
new projects New Climate Change
Project in Year 9
Year 8 Amazon Project
Personal rubrics for both projects.
More choice over key assessment.
Changes based on student feedback.
51. Mitigating
risk
Make time for planning
Plan projects at a manageable level that develop PBL practice and
that of your students, thereby building confidence and theirs.
Discuss your project plan with others.
Accept that both you and your students will feel anxious as you
embark on this new way of working.
Embrace ‘going with the flow’ – flexibility is key.
Think through some of the risks.
D. Leat, U. Thomas, A. Whelan - Planning Curriculum PBL with real world connections, 2021
52. Sources
• D. Leat, U. Thomas, A. Whelan ( 2021) - Planning Curriculum PBL with real world connections, Going places,
meeting people and doing things, https://research.ncl.ac.uk/pblgoestouniversity/
Download a copy: https://www.edge.co.uk/documents/198/PBL-guide-MediumRes_June_21.pdf
• K.Martin ( 2021) – Evolving Education:Shifting to a Learner-Centred Paradigm, IMPress Books
• G. Claxton ( 2021) – The Future of Teaching and the Myths that hold it back, Routledge
• T. Mckenzie ( 2021) Inquiry Mindset Assessment Edition: Scaffolding a Partnership for Equity and Agency in
Learning, Elevate Books Edu
• B. Lucas & E Spencer ( 2020) Zest For Learning: Developing curious learners who relish real-world challenges,
Crown House Publishing
• D. Kidd ( 2020) – A Curriculum of Hope: As rich in humility as in knowledge, Independent Thinking Press
• G. Claxton & G. Powell ( 2019) – Powering up Students: The learning power approach to high school teaching,
Crown House Publishing
• High Tech High examples of student projects https://www.hightechhigh.org/student-work/student-projects/
20/8/2018
• https://www.thomastallisschool.com/uploads/2/2/8/7/2287089/the_creative_habits_of_mind_assessment_whe
el_final_june_2013_colour.pdf
Editor's Notes
Introduce self and tell person next o you why you became a teacher
Julie’s survey p21
Science – clear overlap – both teaching ecosystems, adaptations and conservation – by dividing up – could teach more – indigenous.. deeper knowledge – teachers could access each others planning overview – learning obj, key words – easily make links. Making links not as easy as we think – History & China & Geo Superpowers - Silk Road confusion.
This depends – Microfinance – 3 intro key knowledge lessons, Amazon not strictly PBL, knowledge taught along the way – share planning sheet, Oceans just 2 -3 broad lessons to wet their appetite.. Might feel they need a lesson on a certain topic mid way through, as haven’t totally grasped something.
Emma
Coffee Break – look at posters on blue boards and share something you like / dislike or which has the greatest impact and why – post its on the posters
Discuss what you are already doing in a unit and discuss what you could easily implement without doing a lot of work
Look at assessment ideas: which would you like to try, which wouldn’t work. Would you like to share something?
Closing remarks
Time to reflect and share: what are we doing already that is working well? How could you build upon a unit that you already teach? Have you got some ideas for cross curricular units?