PBL - How to Design and Facilitate PBL - Janet Pillai

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How to Design Project Based Learning Janet Pillai, ARTS-ED Malaysia & Fengcun Miao, APIED, Unesco B’kok

Transcript of PBL - How to Design and Facilitate PBL - Janet Pillai

Page 1: 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

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• 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?

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Understanding Cultures through the Study of Local Food

Observation of Local Scene Data Collection

New Creations Apprenticeship

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Undst. Local Economy through the Study of Trades & Crafts Observation and Interviews Learning by doing

Public Education through Webpage Synthesis through Report

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Understanding Community History through Performing Arts

Collecting oral history skill workshop

Skills Training

Performance for the public

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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

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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

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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

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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)

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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, …)

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Characteristics of PBL

COMMUNITYENGAGEMENT

PEDAGOGICALEXPANSION

CREATIVITY/INNOVATION

CRITICAL THINKING

APPLIEDLEARNING

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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

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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

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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 ....

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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

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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

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• 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

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- 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

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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

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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

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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

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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

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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

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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?