Views A bright future with
project-based learning T
his month, our regular STEM columnist Kirsty Bertenshaw asks whether we should be dropping theme-based learning in favour of a curriculum-wide project-based learning model
Theme-based learning is not a new idea and has been used within subject areas previously. Primary schools use a theme-based learning approach as standard, which proves successful as detailed in the excerpt from an education article below. “What many early childhood educators don’t realize is that the use of thematic units provides an integrated approach to teaching and learning.
T Kirsty Bertenshaw
Such an integrated approach is supported by research on how the brain works and how human beings learn. Ultimately, the use of thematic units helps young children achieve higher levels of learning.”
It is only when you move to secondary school that the focus changes from theme-based learning to just covering the content of the curriculum. Courses such as those produced by Upd8 Wikid do offer theme-based learning that presents scientific ideas in a real world context for pupils at KS3, and many schools have written their own versions to suit their own needs and avoid the fees associated with branded programmes. These theme-based learning ideas seem to come in and out of fashion in different Local Authorities over time, and most experienced teachers have seen at least one round of theme-based learning enter and exit a school’s curriculum.
So does this mean theme-based learning is successful or not? Changes in curriculum can be for many reasons and not merely because of a lack of success with a course. Changes in time available for teaching subjects has led to some schools changing their theme-based learning, as well as a focus on attainment, or the implementation of a 2 year KS3 and 3 year GCSE curriculum.
So what does the future hold?
Project-based learning (PBL) is one option which is growing in popularity. Rather than theme-based learning that would be something like ‘our planet’ but only take place in science lessons, project-based learning would have a common theme but take place across the whole curriculum encompassing as many subject areas as possible, similar to theme-based learning in a primary school. Project-based learning would link together subjects across the curriculum with a common aim but allow a full exploration of each subject using skills that they will need later in life.
"Research has shown that students learn content as well or better using PBL than with traditional instruction. It also shows that students remember what they have learned longer and are better able to use what they have learned. PBL provides the opportunity to learn and practice skills that traditional instruction often ignores -- working in groups, making choices, monitoring progress, thinking deeply about a problem or challenge, and communicating what has been learned. In short, PBL helps students not only learn content but also the 21st-century skills they will need to thrive in a quickly changing, globally connected world." John Mergendoller, executive director of the Buck Institute for Education (BIE)
Teachers often strive to make their teaching more accessible by using real life examples, but this may be one or two references in an hour’s worth of lesson on one particular topic area, before moving on to another. "One of the major advantages of project work is that it makes school more like real life." --Sylvia Chard, University of Alberta
This idea of successful project-based learning leading to high attainment for pupils involved is being researched and trialled currently across the UK, funded by the Education Endowment Foundation and evaluated by Durham University and York Trials Unit, with the report anticipated to be published in spring 2017.
For more information:
www.edutopia.org/project-based-learning-experts www.earlychildhoodnews.com www.innovationunit.org
http://educationendowmentfoundation.org.uk http://educationendowmentfoundation.org.uk
10
www.education-today.co.uk Ask Charlotte!
his month, regular ed tech columnist Charlotte Beckhurst looks back at Bett and reflects on the role of technology in the classroom.
More than one month on after Bett and I find myself wondering how much of the show has actually been taken back into the classroom. Then on a more pertinent level what has actually been taken back to schools and colleges which has transformed teaching and learning because ultimately isn’t this what it is all about? At least that is what I think.
My third year at Bett was from a professional development aspect a little deflating. In my opinion, there was somewhat of a development in devices and an increased spread of educational tools compared to the previous year ranging from online communities, software, apps and games. However I felt that there was something missing, namely, the ideas and opportunities to develop teachers’ practice. All too often I see technology being introduced as a ‘bolt on’. Instead, technology must be fully integrated with the curriculum and be used to empower, enhance and scaffold the teaching and learning process. We all know technology is the future. I mean. Really. It is. And if you are not there yet, then you need to get with the program. Each day our children and students come to school and their experiences of technology are on the whole mediocre. Perhaps they do some internet research or perhaps they use Microsoft Office to write a report. In some schools, children are able to access apps as an independent activity during lessons. But how is this experience anything different from what they do at home? In school we need to be providing children with IT skills, computing skills and life skills. By life skills, I mean communication, collaboration, problem-solving and creativity. Children are not going to learn these skills by playing on a vocabulary app for 15 minutes during a literacy lesson. It makes me ask the question; by using technology as a ‘bolt on’, what are we doing to enhance their lives so that it differs from their home lives? So what does integrating technology look like? Well picture this….children working in threes and fours on their shared touch screen devices. They are all engaged in productive conversation discussing their learning which has been accessed through an online classroom. Children plan, build knowledge and create their own information in an online notebook. Photos are taken and imported into an online notebook. They use the Skitch Touch app to share photographs and notes of their discussion which they then share through a cloud management system with their peers. On-going peer assessment and teacher assessment takes places via the online notebook and takes the format of a discussion around their learning making the feedback meaningful, purposeful and right on point. The learning is facilitated by the teacher who can highlight the learning at any given moment on the main class screen to move children’s learning on. All of this is in a maths lesson.
Integrating technology effectively requires thought. It requires a lot of professional development for teachers in order to up-skill and share good practice. This is what Bett missed out on somewhat and perhaps it’s because there are not enough companies offering this yet. It is time to move on from the ‘bolt on’ to the future of technology in education, and schools need to have a think about how to do this. I will be talking about this further next time, however in the meantime have a look on my YouTube channel to get some quick ideas. As a last note for this week, if you want to raise the achievement of disadvantaged children and have a burning desire to excite and engage them, check out Let Teachers SHINE Competition. Successful submissions can receive grants of up to £15,000 to develop these ideas.
Charlotte Beckhurst is a Microsoft Educator Expert. She is an Assistant Head at a primary school in Tottenham and runs training courses on using technology in the classroom. She blogs and shares resources at @CharBeckhurst and
www.chicmeek.blogspot.com
March 2015
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