#aussieED Archive
#aussieED was founded on the belief that all teachers, and students, should have unlimited access to Professional Development, on their own terms, to improve their teaching, their schools and change the lives of the students they encounter. Since then, we have embarked on a mission to reach educators, not only in Australia but, all around the globe. We want to smash the barriers that prevent teachers from easily connecting and learning with each other. To that end, we have developed a regular Ed-chat each Sunday on twitter at #aussieED. The chat allows all teachers, leaders, administrators and all those connected with education to meet on an unbiased platform and discuss the real issues that effect what happens in classrooms everywhere. Our chats are authentic because we are real teachers walking the same walk that so many do everyday.
Sunday March 20, 2016
PLN UPGRADE TEACHER LIBRARIANS
A1 Look into the NPDL principles, that is a great place to start
Cathy from Brisbane. Projects need to be engaging and relevant to students
Hi all. Amy here from Sydney. Excited. My first chat
: A good project integrates multiple skills & subjects, allows Ss to show what they know & explore the new
Good Morning/Evening friends. Connie from NY checking in. Glad to be awake so I can join you today!
Hey everyone, Andrew from Cairns here. Good PBL has clear understandings
welcome Amy :) how did you find us at ?!
Hi, Anna here. I love PBL, but it has to be set up well, with definite student input for authenticity!
Myth or substantiated? " lends itself better to some curricula than others."
Hi . Joining from a warm . Coming from a perspective tonight.
Hi. kati from Sydney. A good project is one that engages the curiosity of students and allows for flexibility
Loretta from Canberra. Principal. A good project delves deeper & applies knowledge to real life problems https://t.co/O5RszcpkgA
Hi guys, Dan from Tokyo IS here. A good project is one that doesn't end when the unit does.
Jackie in Brisbane... plenty of PBL in our terrific to see our Ss so engaged in their own learning
welcome Wendy! Alice Springs is somewhere I'd love to visit!!
Hello aussieED, my first chat of the year, David from Newcastle here starting to hit my straps in 2016.
Hi, Eleni from Melbourne here, Love PBL through and
Hi- Lux from Sydney. Looking forward to another fast-paced Sunday evening!
Tena koutou katoa from NZ - Hope all are well!
Cameron from Melbourne here, really interested in PBL, wanting to learn more tonight
Hi, Jenny here from Bendigo, second teacher from Bendigo this evening
Jen from Wollongong. A good project has scope to explore and demonstrate passion. Personalisation, choice and clear expectations
Hi colleagues. Jason from Canberra here.
Hi All! Angela, preservice from Sydney on this rainy and miserable night!
Troy from Liverpool,NSW. An awesome project is one both the Ss & Ts enjoy
Might be worth getting in touch with and Ss share learning on each others blogs?
Jon from Perth - PBL should be authentic without being condescending, challenging g without being impossible and fun!!!
The questions will be tweeted out in a Q1/A1 format via images & text :) don't forget to include the hashtag in your responses!!!
Have fun and enjoy it brother https://t.co/nHBtBKzQu4
Hello aussieED, my first chat of the year, David from Newcastle here starting to hit my straps in 2016.
karribidyikarrimerrimen in Kunwinjku - "helping one another and growing together"my old school motto
Trevor Cunningham here. American working in Riyadh, Saudi Arabia. High School IT and sycophant.
Hi Adriana from Melbourne
Hi Dean from Melbourne A PBL needs authenticity
Onya JR. Fun is important!
come on over....visit me at campus
Hi - Greg from Christchurch here - nearly time for bed but couldn’t resist tagging in :-)
never miserable between 8.30 and 9.30pm on Sunday! :p
Steve from the Mornington Penninsula in Victoria! Looking forward to collaborating.
Hi
Carl from Emerald Victoria
Lots of newbies on tonight's chat - hopefully we won't go tooooo fast for you :)
Hi Rob here from rainy Newcastle
Problem based lrg - When links can B made bet the curriculum & authentic lrg projects lrg is powerful & exciting!
Hi Kim from Brisbane. A good project is driven by the student and supported by peers/T through multiple feedback loops
After a day of door knocking, I hope our Aussie Ts have signed up to
Love the idea of passion. Best way towards engagement! https://t.co/pSip0vUJdP
Jen from Wollongong. A good project has scope to explore and demonstrate passion. Personalisation, choice and clear expectations
Q1. What do you think PBL looks like in ‘normal’, daily lessons? Is it different between KLAs or stages? https://t.co/p1gKUCrLGF
agree. Studying this at the mo. Real world projects win every time.
Q1. What do you think PBL looks like in ‘normal’, daily lessons? Is it different between KLAs or stages?
Hi Finally I made it this time. ;)
Maree - Sci maths teacher NE Vic. A good project - has choices / levels for all to succeed
Impossible! Get Tweetdeck. It's the closest you can get to keeping up!
:) Great when it happens!
Hi all, Kris from Melbourne here. Looking forward to another great chat
Deb from Sydney. You can't beat student engagement if PBL is authentic with a real audience.
I see so many teachers say that they are using PBL, but it is only elements of it. There is a definite need for understanding.
It'll be even easier in a few more weeks
: I'm on spring break & on a mission to sleep in, so I'm hoping I'll last the whole chat. It's 2:35am now. Lol
A1 I think pbl looks different from PS to HS, the curriculum and timetable play a role in that h/w we are moving towards this
wow that's commitment :) thanks for joining us tonight/ this morning!
Nice to get a chance to drop in and say hello to tweeps this week for the first time this term! ☺
When is your time change?
we will be chatting challenges/stops to PBL in future questions :)
A1 - Multiple projects that allow Ss to be engaged in any subject
A1-PBL is about sparking curiosity… so i would expect to see lots of exploration and testing of ideas/theories.
Matt in Sydney here - a good project is one that you care about. No connection = no point?
A1 Hopefully it allows for a range of learning styles and interests; in the face of it all, there should be no difference
A1 PBL looks different every time but underpinning it is the same style of well organised, resourced, curriculum linked planning
A good project never ends, generates endless possibilities for future learning & inquiry
Great to be a aprt of Anyone from@@dbbschools out there?
you or your students?! ;)
great will hold those thoughts then :)
Stuart from AKL, NZ jumping in.
Stuart from AKL, NZ jumping in.
Q1. What do you think PBL looks like in ‘normal’, daily lessons? Is it different between KLAs or stages? https://t.co/rowIiNAVuY
I actually think it's a buzzword that many teachers don't completely understand
A1: is developed with a framework that allows students to explore outside the teachers ideas
Hey , Eddie from Sydney here. Great projects combine authentic purpose, genuine teamwork & higher order thinking across domains.
https://t.co/snTCf03PWa
you should check out Jeff Robins videos: "PBL is..." And "Project-Oriented Learning" via YouTube. It touches on this issue!
: It's 's fault in up this 2:35 Sun AM. He tempted me with this PBL chat, knowing I love PBL!
Ines here, teacher from Germany. Interesting topic today. Think it’s difficult to integrate PBL in daily routine. Requires prep.
A1 It would look different even when the same teacher dealing with different groups. It looks like the students make it look like
A1: Perhaps it should be the new 'normal'? Seems like we do it instead of 'normal' and 'normal' = boring? Everything we do is PBL
A1 looks different to the 'norm' as the teacher becomes the 'meddler in the middle' with the students
I'm attempting to too....but it's quick tonight
https://t.co/O25czRHHf1
Great point! Teachers sometime feel the need to have all students doing the same thing (while being at the same space).
Good morning -Lori checking in from Missouri. Up early to learn about PBL.
Yes! Definitely. It should be watched in many schools where they advocate PBL.
A1 creative, authentic student driven across all stages
A1 At our school, PBL is largely taught in isolation with a weekly affirmation,not integrated into KLA's all of the time
Hi Charlotte from Melbourne here looking forward to the chat, even though I'm a little late
Q1.What is 'normal' in a PBL classroom. Ever changing and ever growing. Ss actively engaged with integrated content!
Love the way you put this Carl! https://t.co/Cf0WaBkkgM
A1: is developed with a framework that allows students to explore outside the teachers ideas
A1 Project based lrg is unique in every context as it comes out of provocations / OR student interests / dialogue
welcome Charlotte! We are only on Q!!
A1 PBL follows a design process that is cyclical, Ss are working at different stages but all are on a clearly defined path
PBL provides context for other learning to occur.
Allows more authenticity and student ownership of task & process. A1
Great point. Think that’s a communication problem. PBL is more than group working on one task.
A1-Evening Karyn from Melbourne hopefully PBL is integrated within KLAs and links between other subjects made explicit
we teach an entire 'core' curriculum in yr7,8,9 of PBL activities. It's amazing and engaging
an authentic PBL allows a 'photo album' of learning evidence to be created for each student
A1 Starting from NOTHING, building towards SOMETHING - with purpose and worth being shared
Hello all, Ben from Melbourne popping in hope all is well
'normal' PBL should occur in all classrooms it allows Ss to develop Q's & wonderings.
A1 PBL - should be similar across the KLA's to some degree - choice, student imput, clear rubric, chance for all to succeed
Mm, I was just reading the feed thinking "Wow, there seem to be a wide range of definitions here"
Melinda Haskett HT T&L, Sydney Allowing students to explore their passions ... Passion Projects
https://t.co/B1ZmI70ExD
This is true depending on your context and whether PBL has been made a priority. Is this something your school has committed to?
: A1 in my class, PBL is any integrated learning my Ss engage in that adds learning to problem solving ...
Word. if my guru on the subject. https://t.co/OZcBShpm8X
I see so many teachers say that they are using PBL, but it is only elements of it. There is a definite need for understanding.
A1 I think teaching online is one big for academics
A1 I think it looks 'real' - something that is important, relevant, meaningful, rather than contrived or made up
A1 PBL can be different between students in the same class
You are too easy to reel in... good teachers love connecting with good teachers https://t.co/qqoxUQOJJq
: It's 's fault in up this 2:35 Sun AM. He tempted me with this PBL chat, knowing I love PBL!
A1 couldn't agree more here https://t.co/hwpsDW6WkX
Matt in Sydney here - a good project is one that you care about. No connection = no point?
A1-PBL requires the application of pre-requisite skills. Those skills need to be taught explicitly before applied to PBL.
A1. Everyday PBL welcomes "off-topic" questions & flows seamlessly between divergent/convergent thinking. https://t.co/kmP7xoceXB
we will be touching on this in a future question - so hold that thought :)
Should it look different though? Is that a conscious choice, or just because of the systems? Genuine ??
PBL also tends involve a range of cross-curricular skills over narrow KLA ones. A1
A1: Driven by Ss and consistent of colab, feedback, creating, questioning, discovering. The timetable kills its authenticity
unfortunately not in the direct sense, we are creating collaborative tasks which lend themselves to
something they can write on heir resume later and say hey implemented without actually doing it correctly
A1 Allows for 'what-ifs' and new questions
having a mission....is like a good goal in
Q2 coming up in 1 minute :) conversation is flowing quick already!!
A1: PBL can work across multiple KLAs - can be challenging for secondary teachers/schools in particular to get their heads around.
https://t.co/HjnC2eWMdh
This is correct. Projects shouldn't be predetermined and without student choice and student voice.
: A1 this week's PBL was building a leprechaun trap using materials in the room. (I have Ss w/ mod ASD)
A1 PBL can and should look different for different students in response to their learning styles and development.
It has been said... Passion/Question/Problem + Computer Science = FUTURE WORK
great comment, yes, lots of iteration going on and then testing and feedback mechanisms
Problematical in Germany. Lots of parents & school leaders are afraid of going outside school - image, security.
A1 Multiple questions allowing for multiple pathways of learn'g & inquiry at variety of levels underpinned by Curric planning
A1 I'm not sure how PBL could be anything but integrated across KLA's. Any project that is authentic is multidisciplinary
Passion based learning has to come from the S. S needs to own it and be inspired from well thought out inquiry question
Aha. yes, too true. It’s not until they are observed, that it all is revealed.
also maybe enable others to help others answer those q's too
Student voice & choice vital for meaningful investigation
and even more so if that audience is real and outside of the learning space. A1
A1 Ask students what kind of projects they would like to do - empower them and make them OWN their learning
Very well said. Thanks Dean https://t.co/zC5dzGFb0v
A1 Starting from NOTHING, building towards SOMETHING - with purpose and worth being shared
agree - I would like to know how to do it "properly" / effectively.
that's he main problem what one teacher thinks it is, is different to another
Q2. What are some the challenges of PBL that you can think of that others can help you to overcome? https://t.co/vTSjl6y28V
A1: MYP Design should be problem solving, which makes solving problems through the use of the Design Cycle our PBL life.
https://t.co/IRLsZsykPF
We are trying but it is a little disjointed and inconsistent I suppose. Our PBL is underpinned by quality resources; Second Step.
What are some of the skills you teach?
Audrey TL from North Coast NSW
A1 isn't the point of PBL to replace 'normal' lessons? Otherwise we're bolting it on without embedding it as a strategy.
A1 PBL can take over other priorities if it gets too big / deep / complex OR if there R too many different projects happening
definitely limited count :) Making thinking visible & allowing other Ss to try and solve Q & wonderings of others
that's always what I think
A2 Everyone wants to save the world, one project at a time
A1 the framework is essentially the same but it will look different depends on Ss involved and focus
Melinda Haskett, HT Sydney. Students exploring their passions. Passion Porjects
I guess that is the point of the Q... can we make PBL seamless within our normal structure?
Love this strategy! https://t.co/JywYIWxCPI
A1 Ask students what kind of projects they would like to do - empower them and make them OWN their learning
https://t.co/Qo0Khknch1
PBL doesn't necessarily replace normal lessons but contextualises all content and skills through authentic real-world projects
it would depend on the PBL topic.
A1 before? I see a PBL as one that gives Ss the urge to learn somethng, creates an itch they nd to scratch https://t.co/GJI9rqgTBv
A1-PBL requires the application of pre-requisite skills. Those skills need to be taught explicitly before applied to PBL.
A2 resistance from 'time poor' teachers and fatigue from too many new fads
A1 PBL can be different for each student and can incorporate all KLA's
My school is starting on their PBL journey but I have massive concerns about this
and then how can you tell the, they are doing it wrong, if they think they are right?
A2 finding the time to follow all individual paths of learning. Can be overcome with student collaboration strenhthened
A2: That it is not 'real' and 'authentic' learning...when do they do a test?!
Not sure that any of our staff would know what pbl is if asked nor how 2 introduce!
A2 Finding the right topics/ Q's to engage Ss but still fit the concepts / curric element you want them to learn
How to present PBL in a traditional classroom and within a traditional timetable! A2
so true!! Especially in the HS setting... but is slowly breaking down these walls in Syd!!
A2. Sts need access to a wide range of domain expertise in order to carry out real PBL. Team teaching is a great solution for this
Melinda Haskett, HT Sydney. Students exploring their passions. Passion Porjects
A2 Finding the need - rich PBL flows from need. We must listen to others
https://t.co/CxGsbBDoKF
The MYP does highlight factual, conceptual, can debatable questions; PBL thrives on open-ended questions - avoid factual w/ PBL
A2: For me, challenge is not knowing where to start. I teach 16-18yr olds Forensic Science. Any suggestions and/or resources?
Q2. Creating a rich inquiry question which Ss can explore through multiple means and aspects - not as simple as just any old Q.
A1: In a nutshell - https://t.co/IALMkauGQz It definitely varies from Primary to High - as High School, but the idea is the same.
also how to we authentically assess tasks??
A2 Tracking 30 students across 30 different projects, 6 KLAs (hundreds of outcomes/indicators and 4 stages of development
Melinda Haskett, HT Sydney. Students exploring their passions. Passion Projects
A2: disrupt time, subjects, space & assessment - need to reimagine what a school is
I teach 1st grade. Just curious if there were skills that would cross all content?
Q2 Back in an open plan setting. About to watch 80 explorer projects this week (not my call). Maybe more than 1 prob for 80 Ss?
A2: Definitely seeing how other schools run their PBL program because inconsistency really harms a whole school process.
it most certainly can do that - s will be motivated to learn skills to solve the problem.
https://t.co/AmDLPlzTEG
Have you seen the Innovation Unit and HTH's guide to Project Based Learning? It's very comprehensive
This has always been a struggle for us. Assessment seems to bring things back to KLA boundaries
: A1... Ss had to collaborate on the project and that's one big component of PBLs.
The factual lead to the debatable and open-ended. Here is some content, now show me how to apply it!
A2 getting more teachers on board. It's
A2 One big challenge is a lack of training from uni or strong PD in PBL. Requires a lot of personal learning & experimentation
A2 not enough PL leading to haphazard projects without student focus. PL is the key
no, but I will email your suggestion to myself.. and look it up later :-)
A2. Technology support. Knowing how to develop the most seamless technological approach. Easier to do in collaboration.
Hard work! What tools do you use?
...which kind of defeats the purpose, the real strength of PBL is when it _integrates_ skills & knowledge!
lots of great happening in Twittersphere 2night
I agree re
A2 - Ss and Ts having access to a wide range of technology and also being encouraged to try new ideas
so true Rob!! Hopefully schools will realise this and offer effective PD to help Ts to overcome this
A2: Time.... Ss also find it hard to develop their Qs to make sure they are non googleable
A2. Planning a reliable structure in advance and having the flexibility/courage to depart from an unsuccessful one midstream.
We just did that in my 1st grade class. Great to watch the collaboration.
https://t.co/43fjIGyW3N
Yes! Student choice and student voice are necessary for significant learning experience. Check out D. Lee Finks work on Sig Learn.
A2. Outsource skills to experts!
A2 Finding a balance between promoting independence and having control, esp for the academic challenged Sts
A2 would love lots of HS e.g.s across KLAs to show Ts how PBL can work in all c/rooms not just a special interdisciplinary program
A2 When it's an authentic, real life, genuine project it becomes rich, rich learning - for students AND teachers
A2 PBL works when resources beyond the class can B tapped by sts - parents, community, experts etc - Edn beyond the classroom
so true there needs to be more teacher based judgement and peer feedback
What I do when I don't know enough about a topic to answer the questions - google images - stay tuned..
A2 how to actually fit it in with all the other requirements of the curriculum
Great question Stuart! I'd love some ideas here also. https://t.co/vobhCzXqgy
How to present PBL in a traditional classroom and within a traditional timetable! A2
True, PBL must be promoted as a long term well being strategy not a fad, you're so right as we're all mostly 'time poor'
A2 - Parental feeling - “It’s not what they are going to need for HS - they need to learn how to sit tests.”
The thing about projects never ending - does that pose problems for those Ss who need closure on learning tasks?
A2. Make industry connections & get actual experts into the classroom. The kids love the feeling of authenticity they bring
A2: Biggest challenge is responding to colleagues who say: "We already do all that." But they don't.
A1 Ss collaborating to undertake investigations, inquiries, finding solutions, etc often pushing past teachers initial assertions.
Tough in HS as subjects are so siloed!
https://t.co/QjKTcmEupR
This is true, but the beauty of PBL comes when you move from multidisciplinary to inter/transdisciplinary projects
a2 interruptions can cause projects to remain incomplete. Constant referral to criteria and prioritising is a must.
A2b Giving the required support to all students in limited time is challenging with PBL. Helps if they're working in groups
not via a test, but through a mindset. Challenge yourself to set goals. Grow and learn through mistakes. Keep going.
- you're killing me!! Use the hashtag!! LOL
Always hard to change teacher mindset
we've started planning units but it doesn't feel like anything has changed yet. Other than developing a problem
Hi Caroline running late 😕 A2 Ensuring projects are purposeful and not manufactured
https://t.co/5CWl57maJo
Have you taken a look at Future Skills 2020 by the Institute of the Future and the University of Phoenix?
That’s called a recipe, isn’t it?
A2 as Ts we need to be confident in not knowing the answers to everything and learning with our Ss as the delve into PBL
A2. Some maths skills/strands are difficult to PBL, but a year of experimentation got me there!
Yes, and both of those need to be informed - in my exp, assessing cross-KLA skills is a developed skill
a1: PBL in my classes looks like questions, questions and more questions.
and be a role model to our students
Again and again - importance of teacher training and continuous PD. https://t.co/26pmLaFS6D
A2 One big challenge is a lack of training from uni or strong PD in PBL. Requires a lot of personal learning & experimentation
You're lucky to get that chance on prac. Soak it up! =)
A2 That fork-in-the-road moment where kids aren't sure where to go next, or if they want to continue at all!
A2: Maintaining focus and not allowing PBL to take over entire curriculum. That might be my control freak side speaking though...
A2: covering the required curriculum and working within a tight timetable, even in primary school
https://t.co/AHYfSTRAdG
Yes! But teachers should do the projects themselves and backward design milestones, checkpoints, critiques, etc. in their PBL
A2 finding the time to cater for the amazing directions the learning takes your Ss. frustration when it's not whole school focus
that's why a is so good as Ss can select their roles - what interests them
Baby steps but still viable?
A2 Finding the balance between PBL and explicit instruction. Both are very important.
very true something that comes from experience but should encouraged in Uni grads
A2 new approaches need pedagogical prep & support esp for colleagues who haven't experienced/trained/taught with it. Not just PBL!
It does take time to adapt to the changes. Don’t give up and keep the staff learning and adapting too.
great point... and sometimes we're not sure either!
A2. If the Project isn't real it isn't with doing! No deep human connection!
Big Q! I always start a new topic of math with PBL as a form of asses. for learning. Science is similar.
exactly true. Ts to support rather than tell allow Ss to work out what happens next. It's OK if they dont get the answer
https://t.co/03kssUuHGo
PBL is great for students with ASD. HTH has a high population and the students thrive. How did it go!
A2c PBL done well requires a lot of systems and frameworks in place that you and the students are practised in. Management+++
Hopefully they notice the difference btwn their efforts and yours!
This is what I love about Stop to answer one tweet, miss 120 more!
Time is always a constant restraint! Especially if you have a timeframe for students to get to a point to present knowledge
I'll admit I'm excited to learn from about effective PBL - if only he'd learn to use the hashtag!!
: A2 making the projects meaningful & relevant while targeting the academic & social-emotional learning for SpEd Ss.
I wish I had that opportunity on prac. You're ahead of the game =)
https://t.co/inG33VV6t9
We like to call these "need to knows" and it's a dynamic, co-constructed list that evolves throughout a project and a course.
Great point, have to have whole school focus, otherwise inconsistency abounds.
Yes. The main obstacle we found in implementing STEM PBL was we lacked time in the rush of daily teaching to reflect
and encouraged in schools. 'Our' students rather than 'my' students.
ha ha you're so funny Poor Jake!
A2 also context: Ts need support to mould a new approach to their context. What works in schl A may need adapting 4 schl B.
A2 Getting lost in a project can be an issue. It can also be tough to let go of the reins to let PBL be really student-driven
A2. I disagree, just solve a problem with your kids, no expert needed, source the skills and knowledge you need to solve the ???
In the new Vic Curric a LA Technologies the focus is on solving problems - easily converted into PBL
It’s a whole paradigm (for lack of a better buzz word) shift.
: A2... For any Ss with learning differences, PBL can be overwhelming as it isn't as structured and systematic.
Q3. When talking creativity - which comes first - confidence or competence as a creative
thinker? https://t.co/iXyRq6cAAl
A2 Issues of group dynamics can't stall the flow of PBL more so in the beginning stages. Ts can help define roles.
Love the title of the task
agree we are working hard to create a network of silos - good signs so far
Thanks Brett! I can definitely work with that as a model.
so true. Struggling withthis in my current environment
Loving the graphics Loretta. Thanks
yep - if I was ever to run for anything my single platform would be 20% learning time for teachers. (& Gonski).
Hi! My first chat & I'm late! I'm a former teacher & current picture book author, still really interested & involved in education.
A2: New to this idea... Changing thought process of colleagues important. Sounds like time needed to help thm see the value.
Isn't PBL about giving learners a meaningful and real-life context in which to situate their learning?
A2 biggest challenge is for students to know what to do with the freedom. Needs a lots of skills teaching and practice
A3 confidence to think differently will lead to competence in thinking outside the box and beyond what is required
A3 Confidence - if we can't empower our learners into believing they can tackle anything in front of them, what are we doing?
The Fire Works at the are exploding and this chat is going sooooo fast I can barely head coach
HTH says significant learning happens with openended tasks, dialogue, sharing wk, co-cons and reflect
A3 - IMO Having Ss who are confident in their topic then they will be more competent as the task is being completed
Same here, was taught to be a subject specialist! LOl
A3-motivation is a big factor as is being ready to make mistakes.
A3. I've found building confidence in my Ss has helped me to have some small 'wins' with the hope of pushing it further!
A3 Niether. Each needs to be developed equally and/or as the individual requires. Chicken or the egg?
A3: Ss need to be supported by T to find their confidence to be creative...
They tend to withdraw pretty quickly IMO.
A3. Depends on the brain and the problem! But modelling both roles as a teacher is critical! Be a learner!
A3 Neither - daring comes first. The willingness & resilience to risk
A3: jumping in for a chat tonight. Confidence is essential to take risks with PBL...Creativity should be a goal..Essential skill
A2 or going to 1 great PL but not being able to go to follow up or related PL. WATERS GET MUDDY OR EVEN WORSE -diluted...
A3: Neither. Risk comes first. Getting it wrong to get it right. Leading to competence and confidence. Sometimes...
A3 Confidence OR competence - Isn't confidence the memory of past success? One comes w/ the other??!
Being a risk-taker is a huge part of PBL
A3. Confidence comes before competence. But students need to find themselves in the context before confidence can happen.
A2: T will always say time is of concern in the crowded curr, but this is why integration was invented! Incorp PBL into cure.
A3. Confidence & competence are a positive feedback loop; us tchrs must see which our sts need to support https://t.co/bkikS50vr2
: A2 My high functioning Ss w/ ASD loved PBLs & 2 yrs ago, we had a yearlong PBL to redesign our school playground
A3 depends on your mindset, failure leads to learning, so confidence to have a go
Confidence allows for more risk taking
A3. Confidence. Take opportunity and develop skills you need along the way. That's also my approach to anything - I will learn.
A3. Ss who know you believe in them will believe in themselves and what they can create beyond this is amazing!!
A3 Even more so, empower learners to begin THINKING that they CAN be a scientist, geologist, author, artist, poet, mathematician
haha. I got told I couldn't possibly do PBL in maths, humanities only
A3: How many times do teachers just say "Come on, be creative! Use your imagination." Do we teach them how to use it?
. A3 Confidence. I tch my 5 yr olds doesn't matter if you can't do it as long as you try. Confidence to try again before competence
I love this definition of a good project! https://t.co/r8wmPAunt0
Matt from Perth. Looking forward to another night of learning! For me, complex but not complicated. Easy to engage, yet detailed!
A3 Confidence - hand in hand with a developing ability to be reflective.
A3 Oooh what a tricky question? can be both - with no confidence hard to get going - take that first step. Scaffolding required
agree - has to be a balance knowing when T input required & when to let Ss explore, make mistakes, create, reflect
A3 Once they are competent, think about how we can extend them even further. Don't settle.
A2 - the element of fear in not contolling the final outcome. I think we underestimate how innovative kids can be.
Bringing in parent expertise (if avail) can make learning real for Ss. I'm not an expert, so I'll phone a friend!
A3 - Permission comes before either confidence or comeptence as students have been conditioned to give correct answers
confidence for sure. Competence comes with trying and being willing to take on strategies and feedback https://t.co/FPUblNV2Zl
Q3. When talking creativity - which comes first - confidence or competence as a creative
thinker? https://t.co/iXyRq6cAAl
Yep. I don't want release from my classes - that takes me away from my core business (sts). Less classes to begin with!
might interest you this evening given your good work at PMH
A3: Competence leads to confidence, without confidence your competence will not be shown. Think you can’t put one in 1st pl.
A3 neither - freedom to not be judged then confidence
: A2 ... My current class of Ss w/ mod disabilities struggled but loved it. The collab aspect was hard for them.
A3 The chicken or the egg? Is there one correct way shared by all? I think it's more like a ying and yang partnership.
A3: Ss will experience both by being a risktaker & accepting FAIL - & trying again when things dont work https://t.co/lKEELt2GjW
A3 Confidence 1st to begin problem-competence to complete fostered by support from T and peers
A3 If Ss are confident, secure, safe and happy then they will be competent in what ever they take on!
A3: Consider why we love video games even when we lose? It's low risk and builds confidence. We need this inculcated in schools
A3 confidence allows Ss to engage in their learning
Yes! Most of my S's still struggle when given "freedom" I need to do a better job in this area!!
Yes! But, not just by the teacher but also by their peers. Ss need a safe learning space to take creative risks! :)
but getting them to take the first step required a certain level of confidence :)
Competence can't develop without confidence...think of the student staring blankly at an empty page during writing?
A3 creative confidence! Ts nd to nurture & support S to cultivate thru PBL & MakerEd - authentic & agentic projects do this
No we don't We need to engage with new ways, new scaffolds to assist them to 'break the shackles of the traditional'
agree - need confidence and a supportive environment to take that first step - know sky is the limit" or No Limit!
Perfect analogy!! https://t.co/DLMlwjpA7b
A3: Consider why we love video games even when we lose? It's low risk and builds confidence. We need this inculcated in schools
I want to sit on the fence aswell! Competence can only come when the first step is taken with confidence https://t.co/nzoeE3bK2N
A3 Oooh what a tricky question? can be both - with no confidence hard to get going - take that first step. Scaffolding required
A3: Perhaps gaining confidence in PBL is the way to be AND remain competent, for some an open mind is not natural.
Well said! Take risks. Confidence & competence will build over time. They will grow throughout the process
Confidence and a growth mindset. Keep persisting, as teachers we must give them confidence to help w/ challenging elements 1st
would be great to add one more step to this take action - so there is something beyond the final product https://t.co/Yq3DhGj04E
A3 can either come first? And feed into the other? Growth mindset.
A3: How do you measure creative competence or confidence? Is it important as to which comes first?
A3 Having the confidence to wonder what possible results will have developed by the end of the project
A3: confidence to engage with seizing the tentative solutions results in developing creative possibilities
A3: Competence comes from having the confidence to 'stretch' skills and knowledge in attempting new things.
Here Here 😊 https://t.co/k1bZN5vTdE
A2: T will always say time is of concern in the crowded curr, but this is why integration was invented! Incorp PBL into cure.
| Confidence to push their ideas outside the box. Confidence to try, fail and try again |
A3 - Self efficacy is the key. If you're confident, then you're more likely to take risks & think creatively.
A3. False dichotomy. Importance of competence: artists draw 1000s of eyes before they hit their stride https://t.co/sV0Mg3u46U
I guess we should also look at teacher confidence/competence in this as well - but Q4 is coming :)
That’s it. It is a mind set shift, that goes through the whole school.
At the end of each day I ask my Ss if they failed today... then to explain why... Change of mindset
i'm assuming Ts fear - not Ss fear - and agree - we are so used to being in control.
Can students develop such strong reasoning and problem solving skills that competence develops inadvertently?
A3. Confidence but then...
? do they have 2start with a blank page . .? creative Ts provide creative prewriting engagements 2 build confidence
A3 from an perspective it's good to know the tools really well b4 deploying. Then get creative.
A3: With your support , 's competence at using the hashtag is matching his confidence. Inseparable!
Safety & security come before either confidence or competence but we need far more if students are to be creative
This is so painfully true. And we default to the way we were taught when things don't work
I have found that without showing the possibilities sts just shrug their shoulders and wait for specific directions
A3 Thinking creatively: competence before confidence. Acting creatively: confidence before competence. Both involve risk-taking
A3. False dichotomy. Importance of confidence: Michelango took incredible risk in making Sistine Chapel https://t.co/cKyp55skEq
A3 The two are intertwined. Self-efficacy comes from positive past experience. Small wins def help Ss grow in their confidence
I like the idea of 'ungooglable' problems that cause Ss to wonder and dream up possible solutions
: Absolutely! I love the depth that PBLs afford us and for Ss w ASD, the social part of PBLs is huge!
it makes sense when you think of it as a students. So much easier!
Growth mindsets are reliant on failing and learning to love it and grow from it.
or at least they will feel the confidence to take the risk to try as a first step
A3 starting to Q the push to reframe 'fail' in learning, vocab already embedded in culture. Change to ITERATION, learning process
Great explanation and definition for A3 https://t.co/YnjzBArPZg
A3 Thinking creatively: competence before confidence. Acting creatively: confidence before competence. Both involve risk-taking
Q4. Differentiation is imp to ensure all Ss are catered for. Can we differentiate with creativity in PBL? https://t.co/NaidLAQvFU
A3 this is a chicken and egg question Ss need certain levels of competency but also need confidence to work within their
A3: Surely if a S is wanting to delve further into a topic of their choice, that’s all we can ask, along with mentoring/facilit…
Q4. Differentiation is important to ensure all Ss are catered for. Can we use creativity to differentiate using PBL? How?!
This eventually stops! The students will eventually crave ownership, choice, and voice once they have it.
Growth Mindset in both our Ss and Ts - where we need to be https://t.co/SaDzVvM8xO
At the end of each day I ask my Ss if they failed today... then to explain why... Change of mindset
A4 definitely there are so many elements that can be included in that all students strengths can be catered for
If you can 'google' the answer is it really problem? or just an unanswered question?
A3 Neither confidence nor competence mean anything with quality feedback from teacher and/or peers
PBL helps Ss develop flexible thinking for ill-structured situations & produce meaningful solutions. https://t.co/qHZDvy3JzA
A4. In my experience, sts self-differentiate in true PBL. Adv sts naturally select more challenging goals https://t.co/XCQMWLACSd
A3 Confidence to push their ideas outside the box. Confidence to try, fail and try again | https://t.co/lDjUWypcAl
Q3. When talking creativity - which comes first - confidence or competence as a creative
thinker? https://t.co/iXyRq6cAAl
not just students who react this way, we need to change the expectation of step by step or spoon feeding
A4 Student voice diff is a must = passion = engagement. No voice = low passion + engagement
A4 This is the Key - if we cant allow or give opportunity for all to find success then we have failed our Students.
: Absolutely!! My Ss loved it even tho it was really hard for them. Collab took time as 2 are non-verbal 👍🏼
finding this at my new school - level of tech usage is much lower than previous so need to work out how to boost it!
Q3. When talking creativity - which comes first - confidence or competence as a creative
thinker? https://t.co/sehTO2Yfar
So do you show past work other S"s have done or do we model a few different possibilities?
Yes, don’t forget the crucial role of feedback! https://t.co/XkQ6nOrIyZ
A3 Neither confidence nor competence mean anything with quality feedback from teacher and/or peers
A4: PBL is automatically differentiated for each Ss as it is S centered and S driven, T is there to support learning
totally.
Allow space in project for creativity='mistakes' made.
A4 Yes! When designing tasks think how Ss at all levels will be accessing. Ss ability level will dictate content used and produced
A4. Creativity is self-differentiated as the problem is solved at the level of the thinker! Same problem three years running?
A3 confidence to have a go.even if Ss are not the most creative, just having a go can lead to all sorts of possibilities
Q4. I think differentiation comes naturally in PBL especially if Ss are driving their own learning and collaborating along the way
A4 PBL leads naturally to differentiation! IMO
A4: Open ended tasks mean all students can work to the level they require. Challenges are relative. Competition is with me.
naturally Ts and Ss differentiate in PBL. Also By doing the project yourself you can anticipate places to differentiate
absolutely differentiation is key to learning opportunities for all Ss at all levels
A4: Collaboration is vital to differentiation in projects- all about working together!
A4 differentiation can be challenging in many of our classrooms however having allows students thrive
A4 Is impt sts have content 2 link 2 concepts 2 apply in projects - can all B built into student-led inquiry which they lead
As would say, get in there and disrupt!
Project based learning such as 'Genius Hour' or similar concepts as this gives student choice in a PBL framework.
. Loving your pics as well as your words
A3 Neither confidence nor competence mean anything without quality feedback from teacher and/or peers
PBL readily lends itself to differentiation-if lead by student- solving problem within own capabilities-not T
A4 differentiation can be done in many ways. Materials, tools, type of activity, teaching strategy, formative assessment...
a3 I think confidence and competence in creative thinking both come as a result of exposure to being creative in learning
Genius Hour is how I am looking to boost my Yr9s engagement in T2...
A4 yes, as the Ss drives their own PBL then it will naturally lead to differentiated learning... I believe!
I share this will my parents... therefore we are on the same page
Agreed! I do say it needs direction as it is a process to change from passive to active learning for most
Ownership, choice & voice! 3 key words to authentic PBL! https://t.co/adAWwA7Znf
This eventually stops! The students will eventually crave ownership, choice, and voice once they have it.
A4: We need to stop thinking that differentiation and scaffolding are the same thing. They aren't.
Agree, you must structure for success and be well planned and well resourced for the Ss
agree with that it naturally happens in PBL by Allowing students freedoms of choice and directions
true for teaching online as well. Try new tech tools to support the projects...good feedback from Ss builds confidence
: A3 I think neither. Both come as they perfect their craft and skill through the PBL process.
A1. should be threaded throughout classroom time. With no boundaries, timestamps or subject definitions. Often it's not.
A4: PBL makes differentiating easier, Ss create their own paths, and Ts walk beside them
We just need to determine the non-negotiable for the project so the outcomes are still met and skills developed
And therefore learning takes place
Will result in three different answers and depths of answer!
True! https://t.co/8lugu5MRip
A4: We need to stop thinking that differentiation and scaffolding are the same thing. They aren't.
A4 Doesn't creativity imply differentiation? Creation is hugely variable. We all create differently - and at's so much fun to see
A4 it is often good to keep previous examples good bad & the ugly of Ss work - allow the new Ss to see - gain ideas and expand
agreed - scaffolding is ZPD and differentiation is knowing that ZPD is different for everyone.
A4 not sure if creativity always = differentiation in but giving sts choice & opportunities to demonstrate creativity = +ve!
Differentiation in way student chooses to share learning Less confronting using avatar or tellagami type method
A4. Differentiation by interests, passions, methodology, process & product are all inherently part of
No! I believe that influences them. I show them "my" version of the project at some point, not initially
A4 even the idea/prep for PBL should be differentiated so all Ss start w clear understanding. Esp if a totally new experience.
Very much so. Assign roles or leaders so that gives students opportunity to excel
Correct! When resourcing PBL it needs to be resourced at every level needed by all students
great pics tonight to help our visual learners of
A4 PBL should offer many entry points so all Ss can engage
A4 differentiation is planned rather than incidental, so well-organised should support differentiation & creativity
unit in progress: Broadcast Journalism students are challenged to find the rockstars among us. https://t.co/TbxgooWLHI
Couldn't agree more they drive their own directions based on passions and the thirst for solving problems https://t.co/POwS97OBmZ
A4: PBL is automatically differentiated for each Ss as it is S centered and S driven, T is there to support learning
unit in progress: Broadcast Journalism students are challenged to find the rockstars among us. https://t.co/XKaFYX7iD0
The feedback students get generally doesn't promote reflection or refinement. We need to make sure we do better.
I was talking about possibilities in terms of learning possibilities More about skills development indeed
A4 flexible scope and constraints - give students choice to take ownership allows self differentiation
been prepping these all week lol
A4: Absolutely - that starts with the S choice of how they share their learning, to how they go about their PBL journey.
A4 PBL provides scope for ss to personalise the task & meet personalised criteria. Formative assessment helps ts support&feedback
A bit by bit take down the scaffolding 😊
strong based ? Sshave created that connect 2 the curriculum U can have egagement 4 more than 'GHour'
A4 - Giving Ss the chance to choose their own projects allows for an opportunity for differentiation and creativity of the Ss
For me, the non-negotiable is engagement. Get it wrong all you like, but to get it wrong you must engage! https://t.co/BYRRh7qAA3
We just need to determine the non-negotiable for the project so the outcomes are still met and skills developed
How much of the content accessed would you control? Free for all google or flipped CR with T selected resources?
Totally agree. Feedback shouldn't just be a pat on the shoulder. Should promote further thinking/questioning
A3 PBL allows for ideas to be presented without judgment and that builds confidence and over time, competence result
this is my aim! Not the best academically, but most are genuinely interested in science :)
Interesting, I've found with examples of past Ss work they have been able to expand & build bigger & better
A4 PBL unearths talents in Ss. It encourages more dialogue btwn Ss, for Ts to hear understanding (aiding future differentiation)
A4 Student choice in projects and students finding their own solutions to design problems allow for differentiation
reflection needs to have clear purpose, scaffold with ?s if needed Feedback & feedforward with purpose
This is true. Great projects don't need clever games or intro events; the scope of the project and work should engage
How do we do this when we have defined class periods in which we are teaching defined subjects?
A4: PBL lends itself beautifully to differentiation - in all sorts of ways, including creativity.
A3 creativity lends itself 2 curiosity. Curiosity helps 2 develop confidence. Curiosity & confidence leads 2 further creativity🔁
Fascinating what the 21st century is starting to look and how the workforce is changing.
I guess it depends on the project. I just don't like them trying to imitate what I show
Very true. It would be unwise for the "teacher as facilitator" to go so far that Ss aren't learning the curriculum
indeed! A process for all involved for sure
A4 True creativity and innovation require a student to have knowledge & skills to work with. Laying the foundation is paramount
A4 have few different levels of to allow for Ss competence/confidence. Have one really
ANd that is what I've experienced in the past.
I really need to look at the one clock rather than between my phone & laptop!! Laptop is way fast >.<
agree and would add with scaffold support and feedback from T
yes it does. but the strugglers have really found it useful. I think it helps them the most.
definitely loving this idea Jake!! We need to push for it!
That is a great idea. For T's, answers are easy to find2. Is there a site/researcher/blogger doing this out there?
A4 selection of quality problems is the key students will self differentiate
They also work together. Creativity, innovation within can drive desire to master skills and knowledge
Have you read Ron Berger's work? An Ethic of Excellence? It will change feedback
Collaboration with other subject Ts?
Agreed. I differentiate using Flipped CR for Ss with specific Reading/Comprehension needs More freedom for others
So a bit of Peer Based Learning would be on the cards for all academics.
: A4 All the time! Best way to effectively include all Ss & individualize the learning PBL affords them.
Who is to say that a S is not creative because they choose to present in a certain way - it is meaningful to them. Key word - them
For me, engagement itself isn't the non-negotiable. It is, however, the vehicle through which learning occurs.
nothing wrong with showing it to the 'strugglers'... why stay stuck when you don't have to?
A4. organically creates an environment where differentiation is a productive possibility to nurture creativity
Look for the links and helps Ss transfer learning from one subject to the next! https://t.co/Z3tqVJk8Yt
How do we do this when we have defined class periods in which we are teaching defined subjects?
OK are we ready for Q5?! Chat is going so fast - I'm loving it :)
Love the thought process behind this but am thinking not all schools would go for this.
Employers of the future will need professionals who can adapt to changing climates, can aide this! https://t.co/g4Zvle8NFQ
The scary thing is that we still ask students what they want to be when they grow up!
Sometimes Ts forget this and launch straight in and wonder why it didn't work
Yep! https://t.co/dApPJzMHQD
Think depends on age. 1st Ss start with imitation then they learn by success how creative they can be.
I loved introducing my previous school to GH - what a difference to the authenticity of learning.
Love this... Can you bring it to I want to see and have a play :)
Foundation is so important when developing creative and critical thinkers https://t.co/KFB3QCiC51
A4 True creativity and innovation require a student to have knowledge & skills to work with. Laying the foundation is paramount
Q5. In what ways can we teach/scaffold/inspire creativity & innovation? Suggestions, tools, tips, qs? https://t.co/lftQpXSOcb
New Australian curriculum is meant 2 have 20% time available 4 genius hour!
Q5. In what ways can we teach/scaffold/inspire creativity & innovation in PBL? Suggestions, tools, tips even questions?
Hoping and will share some gold w us! Would love some primary type challenges
drives S determined product that is appropriate & demonstrates understanding
A4 Through allowing creativity in my Ss to shine in PBL, I can collect data on their learning goals & target skills.
I'm learning that schools are scared to take these risks. Schools are doing it; use that to inspire yours
Super fast! Reading & answering some tweets means miss a lot input. ;)
I'd be more than happy to bring Cubetto the wooden robot from to ... https://t.co/pceUMXAPBR
Love this... Can you bring it to I want to see and have a play :)
PBL should not really need much effort to differentiate. Teach a subject to be used not for the sake of teaching the subject
Creativity needs a base it can't exist with out it https://t.co/jPmfVeaekx
Foundation is so important when developing creative and critical thinkers https://t.co/KFB3QCiC51
A4 True creativity and innovation require a student to have knowledge & skills to work with. Laying the foundation is paramount
A4 1/2 with deep knowledge of Curric & thorough tchr planning combined with Ss driven/ focused learning, differentiation follows
What I not enjoying about post-grad study....write words/academic sentence or fail 😭
This is a great idea when you have other T's willing to collaborate! Unfortunately many don't have this.
Really? Do the curriculum writers know?
So true! 'To create' is a higher order thinking skill. Ss need to know the skills/facts to be effective creators
Goodbye 2 Stars and a Wish, Hello Rose/Bud/Thorn! (biased as my daughter's name is Rose!
Exactly. is about contextualising learning within your subject, linking to teachers doing the same.
It is harder for HS Ts but it can be done Finding like minds and all that 😊
What's worse is that some PostGrad programs argue against innovation or breaking the norms.
A5 make it link to the real world, what are the ways to 'hook' students in to want to continue being passionate about the project
A5 creating an own blog/webpage/video eg w/ weebly
A5. The big thing is to MODEL!! If Ss see you 'outside' the box they will be more willing to give it a go too
A5. 2 words: Genius Hour. Treat sts as experts, put them on a TED stage, & watch the creativity fly https://t.co/6AmALPZDH4
I agree, but where does that start? It takes just two teachers to create great, collaborative
A5 Tchers need 2 have growth mindset + knowl in range of areas; knowling learners also really impt
If we have to scaffold creativity we've lost our way! Inspire it through passionate learning and student driven interests!
A5: I think we can teach by learning and becoming learners. So many times I am saying 'I don't know this either'...and that's ok!
I still don't know what I want to be when I grow up...
That’s my face when I on a staff meeting day!
A5 Lead by example... start a project, express the need for others, invite collaboration & begin. Hold hands & jump in
A5 Open dialogue with Ss. Ask How is your project making a difference? Support S links to the real world
Do you mean, to cover all learning styles?
We need to hear from for examples from NZ https://t.co/uenV0ygOc1
It is harder for HS Ts but it can be done Finding like minds and all that 😊
A5: it's important for Ts to understand the difference between creativity & innovation words that are so overused in schools
Yep. The Q needs to be, "What problem do you want to solve, IF NOT NOW, when you get older?"
Wish the high school model was more like the elementary model!
A5 if Ss see us trying new & creative ways to teach, even if we fail at times, can only inspire them to "have a go" as well.
A5 We have talented teachers incorporate Kagan Cooperative strategies to encourage creativity/innovation https://t.co/C112EJCfLB
Q5. In what ways can we teach/scaffold/inspire creativity & innovation? Suggestions, tools, tips, qs? https://t.co/lftQpXSOcb
A5 Know your Ss and their passions, then provide environment to engage Ss to discover, build, create, invent to learn Makerspace
A5 need to share the fantastic work being done in many schools. Not be arrogant about any one approach. No silver bullets.
Start with the 'soft' skills you want ss to learn eg collaboration, c thinking It's about process not product with
A5 here is an example that we are trialling next term happy to share marking criteria if needed https://t.co/5qDoqhtyqV
Where did people start? I've got a very well ingrained content/wsheet culture. Starting is the hard bit https://t.co/PRaBhrUOm2
Q5. In what ways can we teach/scaffold/inspire creativity & innovation? Suggestions, tools, tips, qs? https://t.co/lftQpXSOcb
Kids love when you say that and endeavour to discover it with them. Relationships are vital in PBL
A5: Is is too simple to ask; What do you need from me? What would you like to learn? NAPLAN is coming and focus is wrong
A5. By not suggesting tools & letting Ss choose - give Ss ownership of the learning!
A5 don't impose limitations on sts & work to develop a culture of sts wanting to produce beautiful - in
I'm with you Andrew - but someone has to be the disruptor and start the wave!!
reflection and feedback on original ideas. Push thinking past initial thought process
What a fantastic idea!! Ss need time to follow their passions and embrace their creativity. https://t.co/S04JBChXJE
A5. 2 words: Genius Hour. Treat sts as experts, put them on a TED stage, & watch the creativity fly https://t.co/6AmALPZDH4
A5 Open questions, but Ss need skills to work effectively in grps. Ensure equal participation & active listening.
A5: Think more resch/shd undstng into ideal conditions 4 PBL need 2 be identified b4 launching it onto already contested spaces.
A5: Give children open activities where they have a 'blank canvas' to express themselves, highlight & praise different approaches
And they love it more when they can teach you something! Makes them want to know more!
A5 freedom to fail safely and focus on growth mindsets to overcome these challenges
Time-Tabling has to change.Trs are having their wings clipped becos structure does not support outcomes
A5: is a great place to start... also pay a visit to a school PBL is occurring naturally daily
our educational model beats the creative genius out of Ss. Perhaps we just need to jump start some Ss creativity
I understand but what problem do you want to solve?
A5: Ss need real topics (head),learning space 2 be creative (hand), allow them 2 make mstks - that’s learning by doing (heart).
We are encouraged to argue in a very flat way. Not game to submit multimedia!
I like Dave Burgess ideas on the Creative presentation of ideas. Could we teach S how to apply to their own work/proj's?
Agreed Jake! We need to shake things up a bit! Positive Disruption!
Once you have success with a great PBL people wil be dying to replicate or join in!
a5: When I was teaching in G1 we used to always have "Creative Critical Thinking Time" AKA
How much time is spent talking with Ss to truly identify & so that they see to their
Totally agree https://t.co/u1jvOKhkcv
A5 if Ss see us trying new & creative ways to teach, even if we fail at times, can only inspire them to "have a go" as well.
SNAP! - what said the other day - GMTA LOL...
A5 Allow them to show their learning in lots of different way. Eg The Reggio Emilia 100 Languages of children. Works all ages.
We need to make this our goal for 2016!! https://t.co/JxxskpSOSM
Once you have success with a great PBL people wil be dying to replicate or join in!
We needs leaders who are not afraid to CHANGE the face & structure of education FAST
i'm ready to start that wave, but don't want it to destroy the beach. Want to push in the right direction
Yes, and not for the sake of just doing it.
The What you See is What you Get Phenomenon is real! It's touched on in The Happiness Advantage (S. Achor)
A5 I use GAFE for templates, feedback, interactivity, and collaboration. can get heavy without centralizing resources.
A5 start with a Big Idea, theme or provocation. Giving a context supports & builds creative constraints for them to work with
Many sts who are classified as "disengaged" suddenly come alive when they get to choose the topic. No surprise!
: A5 for my Ss w/ ASD, I have a checklist of questions based on Talk Moves they have learned to use when collaborating
absolutely!! We ask Ss to do things everyday that they've never done, Ts should do it too! https://t.co/7PUdV86mK0
A5. The big thing is to MODEL!! If Ss see you 'outside' the box they will be more willing to give it a go too
start with a ripple... one class... start small... then share it like crazy :)
A5 - Linking PBL to the real world and encourage Ss to investigate what interests them and build them hunger and passion
I agree, the human brain/mind doesn't have corridors, separate subject classrooms and time limits to thinking.
ooh I recognise this! I've used it in my own personal development planning
Yes! HTH calls these driving questions and Harvard calls them Generative Questions! So important to PBL!
We need to be persistent at the HS level. Keep at it until we find another T willing to jump on board!
My next tweet has an awesome pic with it!!!
A5 Creativity comes naturally. We just need to give Ss and Ts permission and meaningful opportunities to do so.
Example, guide the learning process! Show Ss what you want by being it. https://t.co/UcZ72XVK4x
A5. The big thing is to MODEL!! If Ss see you 'outside' the box they will be more willing to give it a go too
esp in math Ss often ask why they have to learn this. They really need some life-related topics https://t.co/cuAlSCwK53
A5: Ss need real topics (head),learning space 2 be creative (hand), allow them 2 make mstks - that’s learning by doing (heart).
A4: Differentiation by outcome definitely has a place - chn need 2 b comfortable with open activities before developing creativity
: A5 we use the question stems from Talk Moves to generate questions to use with diff PBLs to help w/ discussions.
A5 Play music in your classroom. Country music.
A5b for Ts - start w something yr interested in/curious about. Explore & create alongside Ss. Question together, create together
I've seen Reggio Emilia do wonders in primary years; have you seen it in middle years or senior school?
im making little ripples.. and people laugh when I tell them Ive got something to share.. but theyre keen.
I need double like on the relationship
We're teachers. We can be a little flexible, anyway ;)
A5 Creativity comes naturally. We just need to give Ss and Ts permission and meaningful opportunities to do so.
Divergence between T's own beliefs about ped/pract and those of schools/govt -latter results based/contractual
How much time is allowed for learner agency where students co-construct their learning, even offered 'choice'?
A5 lead by example... Believe you are making a difference
Yes. When I ran PBL in my maths class, question changed from "sir, do we really need to" to "sir, we need this!!"
you're awesome!! Definitely an inspiration :) :) share away my dear!
A5: Where do you want to get to and how can we make our way there? Get them to help map the journey!
a5 I have also been using a lot this year. Ss love the chance to have a Creativity Burst
A5: Innovation and creativity spring from solving tough, ambiguous problems. With the right problem & supported reflection: Bingo!
A5 Don’t plan units down 2 the nth degree-many Ts know exactly what will be happening Thurs Wk5 at 2pm! Stop and ask Ss,“Now what?”
Even start with one part of a lesson. I started with one very small change. It slowly catches on.
Absolutey, pioneers are needed to break the ice and prove the benefits. After that, it's a scramble to do the same.
they could create learning videos for other Ss or make a diary of their project
This works with colleagues and students. You will be surprised at how many people join in once you champion this!
PBL should not stop at Ss this should also be modelled by Ts as their professional development
ha ha, mostly your and ideas!! LOL... not original :-)
Late to it...Important to note that 'doing projects' isn't PBL.
Co-construction should be happening daily! Assessment criteria, need to knows, the Socratic method,
. partic in Socratic seminar - excel for dev active listening & thinking/questioning
very good, thats the way it should be, wish other math Ts would create such an atmosphere too, way more to go
I think "tweet teaser" would be a more technically accurate term.
cause even if the Ss don't like it, we will! Great call...
Yes, remembering math lesson in a swimming pool?! That’s fun and engaging!
I'm too tired for tonight. Wine instead
opportunities learning 2 support connected personal interest Ts active inthe process
This is very true and highlights the need for someone with good leadership and change leadership
Well said. Being creative/innovative in one field doesn't make you the same in another.
A5 make the authentic audience a huge deal in your PBL planning. I reckon that triggers the motivation and effort most times
It's almost time for Q6 already!! Thank goodness for Storify so I can go back and read over everything I've missed!
haha still waiting for one of those...
Hi Benjamin, great to be here. Nice warm morning here in Germany
where's the image - the anticipation is killing me. I keep refreshing...
Do you really need to know the volume of a truncated octahedron? I agree, be flexible.
A5 need to start with a great/ inspiring/ attention grabbing provocation
Love this idea! https://t.co/IgqkM0Y9dO
they could create learning videos for other Ss or make a diary of their project
Please! https://t.co/O0Q1oHGiOR
A5 Don’t plan units down 2 the nth degree-many Ts know exactly what will be happening Thurs Wk5 at 2pm! Stop and ask Ss,“Now what?”
I've been in the game for 12 years and still borrowing left right and centre!!
is one of the few chats where you can be physically present & still miss 90% of what's happening.
that's what we love about
We almost always have music on in our classroom! I love T choice days-I have them listen to Smooth Jazz!!
This is probably the one thing that sets me into a fit of rage. Doing a project isn't PBL.
Q6. Is creativity/innovation different in different subject areas? Will this cause issues with interdisciplinary projects?
yeah that was really great! wasone of the lessons u wish it would never end
There are 2793 elaborations throughout K-6 in the Aus curriculum.
You're dong a great job thanks so much kelly
And scare your Ts a little by saying 'I don't know what happens next'!
Oh, man! Now I need to know!!
was it worth the wait????
This is very true. Some teachers need to see what results when you allow for an organic progression of lessons
A6 NO!! Each KLA has its strengths its just how much you add to the mixture to get the perfect cake!
Totally agree, by contextualising learning, Ss can see the real purpose behind the learning!
haha in my 2nd year of PYP and dont think I could teach at a school that is not IB now... PBL is what we do daily :)
very clever & awesome - was worth the wait.
Our staff do action research. Walk the walk as well as talk the talk!
What if you do a project and then stand on it while you are doing some worthwhile learning?
A6 Yes and yes but that is where we can get innovative. Find the convergence point. I reckon there is always at least one!
Borrowing is part of teaching, working together is the key to success
and tweek a bit to suit Ss & your needs/skills
A6 we have to change the timetable first however to allow more time for cross KLA otherwise students won't benefit
A6: I think creativity is creativity. It might look different for different S's-crossing subject areas shouldn't cause any issues.
Approach depends on the subject - languages, literature are not the same as sciences or math. https://t.co/HFoBggNYDP
Q6. Is creativity/innovation different in different subject areas? Will this cause issues with interdisciplinary projects?
A6 I find number maths harder to integrate into than other strands. Knowing the curric and how it meshes ticks boxes
A6. Every KLA has its own unique superpower. They're supposed to be complementary. Like these two guys https://t.co/7QSXO7upSL
A6 language and format of PS is different say between maths & drama but these are what give rise to new ideas
Don't tell everyone but hoping to do an Action Research compilation and we can all co-author a publication https://t.co/793adtaYtV
Our staff do action research. Walk the walk as well as talk the talk!
For instance, STEAM projects often become all about the A because the teacher feels competent there
A6 Depending on the project & key curriculum areas incorporated creativity could look very different as can the project outcome
A6: Think of two household items, combine them. What could you use them for? I bet you can find something; curriculum is the same.
A6-If end product (& process) is greater than the sum of its parts then interdisciplinary learning (done well) promotes creativity
A6 discreet skills/knowledge domains but Ss will need to remake & shift btwn them in most cases
A6: The idea of creativity/innovation shouldn’t change, just the content and sharing of - the PBL in the PYP is awesome!
This must tell us something about the real world usefulness of the number strand Try integrating into other maths
Did you do pyp training or just jump in? I'm intrigued after last week.
A6 No way-needed in all areas - final outcome may look different - but required in all aspects of life - would be boring otherwise
No, each KLA has their own advantages that can add to any PBL project. Need time for each to work together to better engage Ss
A6. Creativity may differ per student but across KLA's it should be the same for that individual student.
A6: Yes, No, and No. It is, but shouldn't be. Issues are challenges worth working through. We ask Ss to do it. Not Ts?
A6 yes, essence of innovation is new idea/product/system & will look different in subj. But only way to innovate is to mashup subj
A6: Multidisciplinary Projects are the best start to embracing the differences in innovation; then try interdisciplinary
Yeah, I am super glad that I went back to a PYP school for that reason.
building relationships and safe environments to allow time for these discussions is paramount
: A6 Good PBLs are interdisciplinary. No conflict. Real world problem solving requires all skills.
A6 Output/Products will be different across curricula. But I maintain that process are the same. "21CS" are universal.
yes, but The more different subjects are integrated in PBL, the better chance for innovation from more Ss
A6 How relevant are subject areas in PBL? With minimal content linked explicit teaching I'd say, not very
Agree https://t.co/tLDLgNwkYw
A6: I think creativity is creativity. It might look different for different S's-crossing subject areas shouldn't cause any issues.
A6 Yes but no. Depends how you define it. It's like making sorbet from lemons but pie from apples. https://t.co/GxWaonpV1N
Hey sorry got to go but don't forget there's an exciting opportunity for a new Leading Teacher https://t.co/mpUiroPhRc
A6 we will have networks of knowledge rather than hierarchies. But also have to let Ss delve deep & forge their own paths.
Shout out to - I saw they tweeted earlier that they have a number of Ts presenting workshops
a6 Our musical is an interdisciplinary PBL Arts Unit. The different creativity will result in costumes/sets/lightingAV/actual show
do you have any examples of multidisciplinary projects?
There is an ingrained belief that it's ok to be bad at math so it takes more to get Ss onboard but more risk = more reward
Probably needs more explicit teaching in junior primary anyway. Measurement and geometry are easy to integrate!
A6: 1/2 it SHOULDN'T cause issues, only narrow minded Ts will find it difficult to let go of old school teaching
really? Maths is everywhere. PBL makes Maths worth learning!!
Love that idea!!! AR=out of my comfort zone. Keeps me fresh ¤t. Helps me remember what it's like to be a learner.
And every superhero has a different look based on their/audience perception.
A61/2: PBL has me leaning twrds HS tchrs needing to become generalists within a group of KLAs like the Middle Schl apprch of 90s
Basic facts and so forth?
A6 why I love in our library.It provides space and equipment for Ss to own their PBL doesn't have to be subject based
A6 I want Ss to love history & b able to think historically etc but I know few of them will become profesnl historians (shame!)
That solves many problems and gives greater student choice, removing teacher deficiencies.
apologies to my Maths teacher friends! Application of learning!
2 of my daughters and my son go to a PYP school and they love every minute
I have done it xKLA in HS. Teachers act as 'facilitators' so it doesn't matter the subject area.
I love the A in STEAM, but it is one element. There needs to be balance.
A6-If end product & process is greater than the sum of its parts then interdisciplinary learning (done well) multiplies creativity
As much as I like PBL in schools, I still think there's a place for plenty of discipline-focused learning as well
A6 - we integrate a number of subjects in , I think it provides us w/ more opps for creativity in more authentic scenarios
: A6 What I've learned most doing PBLs is creativity fuels innovation & vice versa - equally needed for problem solving
HTH has teachers responsible for 2 subjects: Humanties (ENG HIS) Maths/Science, Multimedia (Art, music, dig tech)
learning & understanding should B more than the end product- that should support the S when demon, & discussing understandings
I did this with my ss. Awesome creative answers.
A6 interdisciplinary learning about acknowledging expertise each KLA can bring harness these into engaging, cross-curricular
A6b Ss given same provocation, multiple innovative outcomes. Innovation drives creativity & vice versa https://t.co/sMh4L9X74p
Math PBL is tough though, I have a presentation with some Math specific PBL if you want to check it out.
The disciplines give us strong continuums of learning that cannot be matched in inter-/multidisciplinary learning
