As a teacher for over 20 years, I have my set teaching routines and practices that I have developed over that time. I would consider many of these to be effective in promoting learning for the students in my classes. Things like finding out about the interests of students in my classes, coaching sporting teams, researching current teaching methods and information about content. These elements of my teaching practice help me to be a better teacher. Have I changed and improved as a teacher? I feel that I have. Have my students become better learners over that time? I believe they have. The reasons why are plentiful, but because I have improved as a teacher, my students have improved. That same process is happening with the development of Gold Standard PBL.
When considering what Gold Standard PBL at Parramatta Marist and reflecting upon how my teaching fits this current model, I have to consider it from the perspectives of a teacher and of a learner or student in my class. In both these of perspectives, I will reflect upon the improvements that have hopefully arisen as a result of me attempting to be a teacher who models and teaches to Gold Standard Project Based Learning.
I see the main developments have related to the elements of sustained inquiry, student voice and choice, reflection, and authenticity.
Sustained inquiry ensures that students are challenged and engaged throughout the project. Should this take place then a project will be more than reaching a checkpoint that allows the learner to switch off after completing their part or similarly not requiring an effort until the final stages of presentation of the project.
This development has also meant that learning should be collaborative and team focused. In the most successful teams, team members do not withdraw their effort or involvement until the game or performance has finished. This should be the case in our projects. Students should be challenged and dependent upon each other throughout the learning process. If this occurs then Gold standard can be achieved.
Student voice and choice is the second area of development towards Gold Standard PBL. While it would be irresponsible for a teacher to hand over all the learning decisions to students, where possible student opinion should be considered.
If a student can be afforded choice in their learning then they will be more likely to be interested and engaged in the learning. This student choice should inform and encourage students to plan towards their learning goals.
Interest and self-discovery can flourish as opposed to being a rote learner who sees little purpose for the learning experience.
Reflection is another area of Gold Standard PBL. The reflection by the learner and the teacher of the learning experience is a vital part of deeper learning. Reflection by the learner on his or her acquisition of knowledge or skills through study, experience, or being taught is important to be able to make use of these and apply in the right context. Embedded with this is the ability of the learner to review the learning process and what worked and what didn’t. These can be transferred into their learning experiences in the future to allow for success. For the teacher too, reflection can serve to create better learning experiences for students that they have taught and will teach. Reflecting upon the individual students and how they best learn is important for effective teaching. Teachers should be flexible to the needs of their students and vary the techniques according to the student needs. Teachers reflecting on their own teaching skills is most important. If I was to teach the same way today as I did when I commenced my teaching career I would not be effective and be a disservice to my students and my profession. Continually striving to be better in the how and why is a goal that I have as an educator and this can occur as I reflect on my teaching. Learning is not only for those we teach but for we teachers as well.
Authenticity is important in PBL if students are to be engaged and participants in the learning process. For a project to have authentic qualities it should take the form of one of the following types. It could be one that solves a real world problem, it could meet a design challenge, it could explore an abstract question, conduct an investigation or take a position on an issue. Should it take one of these forms it the learner may be drawn to be motivated to act. In acting the learner can participate in learning experiences that have a positive and real life influence. If this is the case, the learner is not simply an absorber of information, they can become people who are able to use the knowledge and skills to create a better world for themselves and others.
As a teacher, I have been on a journey and I don’t feel I have reached the final destination yet. I hope that I can improve as a teacher so that the learners in my care can learn more effectively.
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