Introducing Project Based Learning in 2014 has not only been beneficial for student’s confidence and learning, it has also allowed us to cover more of the Australian Curriculum through integration of subjects. We feel PBL has allowed our students to also go more in depth into a lot of curriculum areas. We covered so much content we were left with only one main concept to cover; the content descriptor from the Geography Curriculum about the impact of bushfires or floods on environments and communities, and how people can respond. We developed a driving question that focussed on our region and the students had to develop a resource to help with preparing for their chosen disaster. This reflection will evaluate how the unit aligns with Gold Standard PBL. In addition we based our English work around the theme and students wrote an individual book review on ‘Flood’ by Jackie French.
Challenging Question
The driving questions challenged the students to research and understand the natural disasters caused by severe weather events in our region. They evaluated the damage that they caused and proposed steps that could be taken to minimise the impact of their chosen disaster. Our driving question was, ‘What Natural Disasters affect South East Queensland and how can we limit the destruction they cause?’
Authenticity
Students researched real life weather events that caused natural disasters in the region in which they live. South East Queensland is susceptible to many disasters and in 2011 was hit hard by a flood that affected Brisbane. The students learnt about issues that may affect them and their family’s well beings, now that’s authentic.
Student Voice and Choice
After an initial lead in where students learnt a little about each of the disasters they chose one they would further research. In their groups they had the choice of how they would present their presentation. The presentations included; how to videos, websites, Powtoons, and slideshows.
Critique and Revision
Throughout the project the students were regularly given opportunities to consult with teachers to discuss their projects. This time allowed for critique and revision to occur. Both the teachers and students had input into what direction the project should take next and how it can be approved.
Public Product
All the presentations were uploaded to the internet via websites and/or video hosting sites. The aim is to share them with a class in Singapore and hopefully receive some feedback from other students on what they think of the presentations. The information created by the students is accessible to others, which really inspired some students to think outside the box.
Reflection
Students were given the opportunity to reflect on the whole process of the unit via a Google Form. They were able to identify areas of strength and areas to improve on in the future as well as any new concepts that they learnt.
In conclusion this unit was a success. By using Project Based Teaching methods students were able to access the significant content from the Australian Curriculum. The main focus of the unit aligned with the Year 5 Geography curriculum however English and Science content descriptors were also met. Using ‘Flood’ as an entry event and as a stimulus for a book review task really captivated the student’s attention. Students could relate to the book as it happened in the region they live, they can also remember it and the book has language and illustrations they can connect to.
Nathan
Challenging Question
The driving questions challenged the students to research and understand the natural disasters caused by severe weather events in our region. They evaluated the damage that they caused and proposed steps that could be taken to minimise the impact of their chosen disaster. Our driving question was, ‘What Natural Disasters affect South East Queensland and how can we limit the destruction they cause?’
Authenticity
Students researched real life weather events that caused natural disasters in the region in which they live. South East Queensland is susceptible to many disasters and in 2011 was hit hard by a flood that affected Brisbane. The students learnt about issues that may affect them and their family’s well beings, now that’s authentic.
Student Voice and Choice
After an initial lead in where students learnt a little about each of the disasters they chose one they would further research. In their groups they had the choice of how they would present their presentation. The presentations included; how to videos, websites, Powtoons, and slideshows.
Critique and Revision
Throughout the project the students were regularly given opportunities to consult with teachers to discuss their projects. This time allowed for critique and revision to occur. Both the teachers and students had input into what direction the project should take next and how it can be approved.
Public Product
All the presentations were uploaded to the internet via websites and/or video hosting sites. The aim is to share them with a class in Singapore and hopefully receive some feedback from other students on what they think of the presentations. The information created by the students is accessible to others, which really inspired some students to think outside the box.
Reflection
Students were given the opportunity to reflect on the whole process of the unit via a Google Form. They were able to identify areas of strength and areas to improve on in the future as well as any new concepts that they learnt.
In conclusion this unit was a success. By using Project Based Teaching methods students were able to access the significant content from the Australian Curriculum. The main focus of the unit aligned with the Year 5 Geography curriculum however English and Science content descriptors were also met. Using ‘Flood’ as an entry event and as a stimulus for a book review task really captivated the student’s attention. Students could relate to the book as it happened in the region they live, they can also remember it and the book has language and illustrations they can connect to.
Nathan