In Term 3, 2014, we decided to run two major Project Based Learning units and two minor units were students completed individual maths inquiries. Space Junk with a largely science focus ran for the first 5 weeks of term and the second an Australian Pioneers PBL unit for the last 5 weeks of term. I will reflect on the Pioneers PBL unit in this blog. Whilst the Space Junk program was a great success, I feel that the last 5 weeks of term were not conducive to trying to fit a whole Project Based Learning Unit into.
Authentic Task
The task required students to research an Australian Pioneer and then create an interactive resume for that pioneer. Resumes are a real world task that students have heard of and will be required to use in the future.
A Driving Question
Our driving question for this term was ‘Who were Australia’s early pioneers; what journeys did they take and what contributions did they make?’ This driving question was developed in while consulting the Year 5 History in the Australian Curriculum.
Student Voice and Choice
Students were given the option to present their resume using tool/tools of their choice. Google Drive Apps such as PowToon and SlideShow were popular, but there was also a video with a student’s narrating a ThingLink presentation they had made and a Minecraft video showing recreations of places their Pioneer stayed on his journeys.
Effective Learning Groups
After introducing project contracts during Space Junk with great success, they didn’t seem to work as well this time. On reflection this could be due to the make-up of groups, with some groups having nobody willing to take responsibility for the work output of the group. Whilst I believe every group learned about their Pioneer, some groups presented simple recounts of their Pioneers life as they did not work together to apply the information they had gathered.
Sustained Inquiry
For our entry event we used a PowToon video to inspire students inquiry. We based it on a mission; students needed to show that their Pioneer was the most suitable for the mission. View our video here.
Critique and Revision
During the process students met with their teachers on a regular basis to discuss their progress and review their plans. These conferences allowed the teacher to provide feedback to the groups and identify any areas that needed to be taught. A culture of a constant process of improvement is developing on the back of this practice. Students are developing a growth mindset. The task sheet was used to help students address the task and keep in mind the driving question. Whilst the driving question was answered by all groups, very few groups presented in a format that resembled a resume.
Public Audience
Students presented their work to their parents at a Celebration of Learning. Parents showed interest in not only their child’s work but that of other students as well. This allowed for students to engage in dialogue with parents and answer any questions that may arise. This really reinforced student learning.
Project Based Teaching
Throughout the PBL unit project based teaching is everywhere, from staging an entry event, providing feedback and scaffolding. Our school is a Reading to Learn school, therefore we used the preparing to read, detailed reading, note-taking and joint re-write elements of Reading to Learn to build researching skills and content knowledge. It would have been useful to spend some more time scaffolding students on the requirements of a resume.
As teachers, we have said before, we are on a journey. We are another project down in our journey; there is plenty to learn from this one. Students definitely learnt about Pioneers even if they didn’t produce the exact final product that we were expecting. In addition students were engaging in the 4 C’s of communication, critical thinking, creative thinking and collaboration as well as developing growth mindsets. We are excited to implement some improvements next term.
Nathan
Authentic Task
The task required students to research an Australian Pioneer and then create an interactive resume for that pioneer. Resumes are a real world task that students have heard of and will be required to use in the future.
A Driving Question
Our driving question for this term was ‘Who were Australia’s early pioneers; what journeys did they take and what contributions did they make?’ This driving question was developed in while consulting the Year 5 History in the Australian Curriculum.
Student Voice and Choice
Students were given the option to present their resume using tool/tools of their choice. Google Drive Apps such as PowToon and SlideShow were popular, but there was also a video with a student’s narrating a ThingLink presentation they had made and a Minecraft video showing recreations of places their Pioneer stayed on his journeys.
Effective Learning Groups
After introducing project contracts during Space Junk with great success, they didn’t seem to work as well this time. On reflection this could be due to the make-up of groups, with some groups having nobody willing to take responsibility for the work output of the group. Whilst I believe every group learned about their Pioneer, some groups presented simple recounts of their Pioneers life as they did not work together to apply the information they had gathered.
Sustained Inquiry
For our entry event we used a PowToon video to inspire students inquiry. We based it on a mission; students needed to show that their Pioneer was the most suitable for the mission. View our video here.
Critique and Revision
During the process students met with their teachers on a regular basis to discuss their progress and review their plans. These conferences allowed the teacher to provide feedback to the groups and identify any areas that needed to be taught. A culture of a constant process of improvement is developing on the back of this practice. Students are developing a growth mindset. The task sheet was used to help students address the task and keep in mind the driving question. Whilst the driving question was answered by all groups, very few groups presented in a format that resembled a resume.
Public Audience
Students presented their work to their parents at a Celebration of Learning. Parents showed interest in not only their child’s work but that of other students as well. This allowed for students to engage in dialogue with parents and answer any questions that may arise. This really reinforced student learning.
Project Based Teaching
Throughout the PBL unit project based teaching is everywhere, from staging an entry event, providing feedback and scaffolding. Our school is a Reading to Learn school, therefore we used the preparing to read, detailed reading, note-taking and joint re-write elements of Reading to Learn to build researching skills and content knowledge. It would have been useful to spend some more time scaffolding students on the requirements of a resume.
As teachers, we have said before, we are on a journey. We are another project down in our journey; there is plenty to learn from this one. Students definitely learnt about Pioneers even if they didn’t produce the exact final product that we were expecting. In addition students were engaging in the 4 C’s of communication, critical thinking, creative thinking and collaboration as well as developing growth mindsets. We are excited to implement some improvements next term.
Nathan