Topic 7 - Managing the Proces - Weeks 9 and 10 Reflection

The Thinking Entrepreneur PBL project is really starting to take shape. This module – weeks 9 and 10 - continued to add to the project with the introduction of the Culminating Activity, the creation of final assessments and the development of the Reflections section of the project. As well, the topic of  Differentiation was discussed.

The Culminating Activity is so important to the overall success of the project. It answers questions about the learning of the students. Did the students find the answer to the Driving Question and the sub questions? Did these students gain experience in using 21st Century Skills? Its purpose is to bring together everything the business strives to do – having students learn the characteristics of running a successful business and making money for its shareholders. The activity includes a presentation and a distribution of dividends to all stakeholders including shareholders, admin and parents. Very exciting. Here are descriptions of the final assessments that will be used in this activity.

The Reflections section of the project is also important for student learning. The students will do self-assessments, peer assessments and a final reflection in regards to the project. There will be many group and class discussions that will help students as they learn about creating a successful business. Students will also be involved in a shared Google Doc that will not only answer questions about the project including what went well and what the class could have done better, but, also, let the students voice their opinions about the project as a whole. The final reflection will show the learning from the student’s point of view.

Module 7 - Weeks 9 and 10 – Role of Facilitation In the Classroom

High school re-design is not only changing the direction of student learning but changing the way instructors teach. For years, teacher-directed classrooms have shaped our teaching practice. Today, constructivist views of learning and teaching are at the forefront of education. It is essential that teachers move ahead with this new teacher pedagogy to get the most out of the 21st Century student.

PBL is one technique that requires the use of new constructivist learning methods. The biggest change in teaching with PBL is the move from the teacher-directed classroom to student-centered learning. This change has resulted in the instructor adapting to a different type of teaching - one of facilitator rather than teacher. 

The facilitator must let the students explore and problem-solve, therefore, the facilitator’s role is to help and guide the students in their endeavours. There will be very little lecture time in this new role but it is important for the facilitator to keep the students on task. The facilitator must also be in tune with letting students collaborate with each other to find the appropriate answers.

There are certain skills needed to be an effective facilitator. Some of these skills are listed below: The facilitator must be able to

·       Engage students following educational standards

·       Guide students in developing a deeper understanding of concepts

·       Help students in collaboration

·       Guide students in reflective learning

·       Help students become self-directed learners

PBL gives educators an incredible opportunity to help students gain 21st Century skills (competencies). With the use of a well-developed project and well-managed classroom, students will gain experience in many areas of life skills such as teamwork, collaboration, creativity, learned technology skills, problem solving, innovation, organization and time management.

Personally, I have tried to incorporate many of constructivist views of teaching such as personalization, authentic learning, reflection and collaboration into my classroom. However, to become a strong facilitator, I will need to change aspects of my teaching, especially when using PBL. I will have to trust the students more and let them learn from their mistakes. At times, I can be like a father figure who does not want to see failure – even the first time around. Another change I will have to make is to stay away from teacher-directed lessons. I will continue to hold mini lessons to help in certain situations, but I need to let the students explore more. Another very important change is the introduction to the projects. I need to become more creative when using an entry event so as to create more engagement in the project.

Module 6 - Week 7 and 8 - Planning and Preparation Reflection

As with most of the courses I have taken in the MET program, this course has been a huge learning curve.  The concept of PBL has been a constant source of learning and I am now realizing how little I knew about this topic. There is so much preparation required to design a strong project. This course has also opened my eyes to the value of PBL and, at the same time, the incredible amount of planning and management that goes into its creation. I would say that the amount of preparation time is a key is reason why PBL is not used all that often in our schools and, when it is used, it is not as effective as it could be.

In this two – week module the class discussed the importance of planning and preparation. There is so much that goes into the planning of the project – especially a semester long project.  The following are links of the work completed during this module and their importance to the overall project:

• Student Learning Guide - it gives an overview of the entire course and its assignments.
• Timeline – helps in management and the overall timeframe of the course.
• Entry Event – provides excitement for the course and creates motivation for the students.
• Tools and Resources – allows for teacher resources to be present for the project all in one place.
• Resources Needed – Gives an overview of the resources, facilities and community that will be needed in the course.

Module 6 - Week 7 and 8 – Designing Integrated Curriculum and the Benefits of Transdisciplinary Education

One of the buzzwords of high school re-design (reform) is trans-disciplinary education. True authentic learning is not subject based, therefore, it is important to teach our students that subjects actually overlap in the real world. Students must learn, at a young age, that today’s problems are related to all sorts of subject areas. Math, business, English and social issues are a part of almost every decision made in real life.  They are not separate or exclusive of each other.

PBL offers teachers and students a great chance to experience authentic problem-solving. As stated earlier, these problems are not subject based and require knowledge across a wide variety of subject areas. Projects should include learning in across different subject areas. My project, the Thinking Entrepreneur, is a perfect example of how different subject areas should be involved in the final product. Economics, business, language, math and societal issues are all important aspects that play a part in the learning expected through the project.

How is this possible in a school? There are many challenges that must be overcome in order for trans-disciplinary education to be successful. The first challenge is the need for strong leadership. The school’s (and board’s) admin must support this type of learning. It is essential for the whole school to be on board and develop a culture that supports trans-disciplinary education.  A second challenge is the need for trust between teachers and the need for trust between students and teachers. Subject teachers feel the subject matter taught in their area is of utmost importance. It is their area of passion. They do not want students to miss out on any of the concepts they would teach in a traditional setting. The trust it takes to use ideas of other teachers that may not necessarily be completely subject related takes a lot of courage, especially when it is new. A third challenge is time. The preparation, coordination and management of PBL projects is very time consuming, and, at times, stressful. It is hard enough for one teacher to create a project but to get teachers of all subject areas together can be very difficult.

In our school we are fortunate to have the leadership, trust and work ethic needed to make this type of education work. The admin wants us to try new things. They do not mind failure if it results in learning (or attempted learning).  The Thinking Entrepreneur project is a perfect chance to use trans-disciplinary learning, but, since both PBL and this project are new to me, I will stick to individual preparation and management this time around. As I feel more comfortable with PBL, the project is an excellent way to involve a variety of subject areas that will increase authentic learning for the students of our school.