What is next in Project-Based Learning - listen to what Thom has to say above.
Dan talks with the godfather of PBL – Thom Markham who reveals where project-based learning should be headed and remarkably it is also where it has come from. This is a great listen if you are keen to discover more about PBL and what it can do for your students.
Thom Markham the Godfather of PBL reveals he next steps in PBL by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
7 Steps for Qulity PBL
- Finding an authentic challenge a good problem to be solved
- Driving question
- Decide what they do at the end
- Assess the project – determine whether it is good
- High-quality performance rubrics (know and do)
- Deep explicit rubrics exactly what students need to do
- Teaching and learning activities – set the project and get ideas from the students
- Turn students lose on the doing – Team learning (teamwork, accountability, responsibility, doing work, drafts and revision, design thinking)
- Showcase or present (Mastery Level) – a higher level of problem-solving and mastery of the discipline
The next step for PBL helps to create lifelong learners
A focus on human development “strengths-focused or strengths-based approach”
- Individual growth,
- Developing wellbeing
- Problem-solving and problem finding
- Self-directed throughout
How do you do this?
- Know your students
- A kind and caring classroom
- Student-teacher partnership for best performance
- Students set goals and objectives, how they want to grow and where they want to get to and reflect upon it
- Rubrics that include curiosity, work ethic and
- NEW curriculum with wellbeing integrated throughout
A Head Heart and Hands Approach
Where to start
- Distinguish between general projects and PBL
- PBL incorporates projects BUT it uses a strong methodology to encourage better outcomes
- Problem questions
- Plung in – design a PBL unit as best you can and learn as you go.
- Get feedback from students etc
- Requires a mind shift.
- Think “What do students need to appreciate about the topic?” – go for wonder and interest
- Ask students, what are they interested in.
- The teacher is the Co-Learner