PBL - How to Design and Facilitate PBL - Janet Pillai
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Transcript of PBL - How to Design and Facilitate PBL - Janet Pillai
How to Design Project Based Learning
Janet Pillai, ARTS-ED Malaysia&
Fengcun Miao, APIED, Unesco B’kok
• An approach to learning: focusing on students’ inquiry on a real live situation, their own observations, analysis and synthesis.
• For deeper learning, students may interpret or communicate their findings to a public audience or even propose a solution if the inquiry is related to problem solving.
What is Project Based Learning?
Understanding Cultures through the Study of Local Food
Observation of Local Scene Data Collection
New Creations Apprenticeship
Undst. Local Economy through the Study of Trades & Crafts Observation and Interviews Learning by doing
Public Education through Webpage Synthesis through Report
Understanding Community History through Performing Arts
Collecting oral history skill workshop
Skills Training
Performance for the public
TASK CHOOSE YOUR TOOLS HUMAN RESOURCE
Briefing & Recruitment Incentives, Talk, Audition Principal,Teacher
Team Building Games, Tasks, Get-together, Project Blog
Teacher/Faciltator
Inquiry Tools Training Interview, Survey Methods,
ICT Applications, Drawing…..
Experts
Stakeholder Mobilisation Dialogue, Leaflet, Letter, Meeting Principal, Parents, Community Activist
Data Collection, Resource people, Internet, Observation, Photography, Inventory, Interview, Survey,
ICT Tools
Teacher-FacilitatorCommunity
Analysis
Synthesis
Charts, Maps, Narrative,
Report, Forum
TeacherTeacher
Teacher’s Strategy and Tools – Part 1
Teacher’s Strategy and Tools - Part 2
TASK CHOOSE YOUR TOOLS HUMAN RESOURCE
Creative Products Photo Essay, Comic Book,Poster, Leaflet, Blog, E-book, Web page
Graphic ArtistICT expert….
Social Action Exhibition, Leaflet/Letter Campaign, Monitering, Press Statement
Community Activist
Evaluation Peer/ Interschool/Stakeholder assessment through live/ICT presentation
Teacher, Principal
PLANNING TASKS TOOLS & OUTCOMES
Inquiry Topic Why George Town was Awarded UNESCO World Heritage Status?
Data Collection Guided walk, gathering material, introduction to heritage organisations, photography , interview
Analysis & Synthesis Presentation ,discussion and photo essay
Presentation Tools Recommended (ICT)
Video, Music, Power Point, Animation, Voice Over and Caption
Design a presentation Design a story board to communicate your analysis /synthesis to students
Resource identification & Skill training
Consultation with Webmaster, Technical Consultant,Cultural Content Consultant
Creative outcome Create Power Point with simple applications
Communication - Presentation in Classroom/School-Public awareness of product through presentation and online viewing/download.
Process of a PBL plan on heritage education
The ‘Engaged Learning’ Model :
4 contexts – 4 roles1st Real-Life Context : Interaction/participation in real life
(Experience the issue and obtain the facts hands-on)
2nd Analytical Context : Objective Interpretation
(Collect, document, analyse and interpret data)
3rd Reflexive Context :Communication of findings
(Compose and create relevant interpretive
tool)
4th Social Action : Dissemination
(Actively Campaign for change)
Engaged Learning Process
Interaction, research, documentation
with community, on site
Issue in Real Creative Analysis
Environment & Synthesis
Outreach/Exchange/Communication to community
(exhibition, presentation, campaign, web,blog, …)
Characteristics of PBL
COMMUNITYENGAGEMENT
PEDAGOGICALEXPANSION
CREATIVITY/INNOVATION
CRITICAL THINKING
APPLIEDLEARNING
How to position Project Based Learningin pedagogical categories
Receiving information
Inquiry
Individual Group
Text-based Learning
Community/site – based
Classroom-based Learning
Experiential–based Learning
Self-Study
Instruction
Teamwork
Information Banking
Engage the Physiological Self
• Learning through the senses on site observation, listening, feeling and doing
• Self-discovery and self-directed learning curiosity and inquiry is the best motivation
• Accomodates developmental ages & stages allowing young people to exercise their levels of skill and understanding
• Transformational process - the emotional change that comes with interaction, doing and knowing.
Pedagogy of Engaged Learning
Pedagogy of Engaged Learning
Engage the Social Self
• Smart teams - working with complementary capacities of team members
• Intergenerational learning - interaction and informational gathering increases understanding between generations
•Expansion beyond classroom - learning in an authentic community with real tools & resources
•Learning interconnectivity between man & env.
•Sense of responsibility and ownership in developing solutions/contributions (Publication/Campaign ....
Integrating Learning & Life
Tools for Documentation & Communication
Real Issues, Players,Location
Developing perspectives &
interconnections
Technology/Arts/Media
Applied Learning
Social Action
Value transformation
Higher Level Thinking
What make a good project
• Curriculum-based and contextualized themes: (Inter)disciplinary educative topics connected to 21st Century-skills and local context
• Real-world issues: Relevant to students life and youth’s culture that can engage students into meaningful and productive learning in real community with real tools and resources
• Expert thinking needed: Open-ended problems needing higher-order thinking to solve or expertise in creating products. Committed and active teachers who are interested and able to facilitate
• Achievable and measurable results: Appropriate for students’ prior knowledge and competence within their zone of development
• Team work: Provoking complimentary contributions from multi-talent peer team
• Extending learning time and space beyond classroom boundaries : Often need several weeks/months and studies outsides classrooms
- Requires ongoing facilitation
- Time consuming
- Matching project demands with students’ ability
- Technical workshop important for leveling the team members
- Who and how to market the outcome?
Challenges in facilitating PBL
Process Description
Cultural Heritage Interactive Walk in innercity George Town
Introducing the young participants to the importance of living and built heritage (history, architecture, trades, crafts, customs, food, lifestyle etc).
Pictorial Slideshow presentation and talk
Highlighting George Town as a World Heritage Site and the early lifestyles of various migration groups in George Town
Making of a 10-page Slideshow
A reflective exercise to interpret and promote heritage using slideshow presentation (with text, images, photography, oral interview, illustration, short video or sound). Theme: WHY GEORGE TOWN IS AWARDED THE WORLD HERITAGE STATUS?
Presentation of slideshow
Students team present their own slideshow to school community
short listed 5 slideshows for e-vote
Short listed entries were posted on a website for public online voting and public sharing . www.heritageheboh.com
Prize Giving Ceremony & Slideshow Sharing with Public
Winning entries put on the web
Example of a PBL plan involving a heritage educationExecution Process
Key Steps of Project Based Learning
Key Steps of PBL When and Where Teachers to Do Students to Do Resources Needed
Step 1: Briefing of the project and recruitment of studentsStep 2: Teachers and student team building and trainingStep 3: Partner mobilization and logistic preparation (principals, parents, community) Step 4: Information collection, exchange and verificationStep 5: Information processing & data analysis.Step 6: Synthesis of findings or opinions, Step 7: Finalise design & creation of products or artifacts Step 8: Presentation /publication/exchange results or productsStep 9: Evaluation and Reflection
STEP 1:Identifying issue and objectives
Identifying relevent topic
1) Choosing issue/topic relevant to place
and participants
2) Identify a concrete problem faced by community for study
5) Beneficiaries
4) Intended Objectives/outcomes of project
3) Location and target group of study
STEP 2:Collecting Data -Interaction, Research, Documentation
Delivered Information
1)Info from Teacher
2)Internet Search
5) Interview Community/Experts
4) Observation/Listening
3) Input from Expert
STEP 3:Data Analysis and Interpretation
/Synthesis
Data Collected
3) Analyse Data: Look for flow of events, trends or patterns
2) Catagorise Data
4) Interpret Data: -Identify problem from different perspectives -Identify cause, impact, and possible way of handling problem
1) Verify Data Accuracy
STEP 4: Exchange or Communication of
Findings to Others
Analysed Data
Review Objectives and Beneficiaries
Find Creative way to present findings
Logistics for dissemination of output
Produce Output
Engage Expert Help for Output?