The Seven Oaks School Division Post Baccalaureate Cohort in Inquiry is currently engaged in a course entitled Project-based Learning Theory. In the fall, the group completed Topics in Experiential Education, and as such, have a firm foundational understanding of experience and design. In PBL theory, we have been exploring PBL as a container for deeper learning. You can check out the podcast below to see how our thinking is taking shape. (We will be adding podcasts every few days.)
My good friend Will Burton and I designed a new course for the University of Winnipeg called Topics in Experiential Education. We felt there was a need to offer a course to teachers that took a deep dive into the theory and principles of EE. This spring, we had almost 50 teachers engage in the course, so we had to divide it up into two sections.
Here are some of the final exhibitions from my section. I am so impressed by the passion, curiosity, and rigour demonstrated by these educators. Have a look!
Will and I will be offering the course this fall as part of the Seven Oaks School Divisions PBDE in Inquiry cohort. Let me know if you want to jam.
Between January and April, educators throughout Manitoba came together every Tuesday to think deeply about heavy concepts (like experience, engagement, learning, and teaching), to think and reflect on our intentional design, and to think deeply about our learners, their families and our communities.
As part of our work, we decided to engage in a project ourselves. That is doing work that has meaning for us and allows to make meaning. As such, we created an eBook which speaks to our professional inquiry. As we explored the literature and interrogated our practice, problems and questions surfaced related to project-based learning.
We are pleased to offer our questions, our reflections, and our designs: Project-based Learning: A Deep Dive into Structure Inquiry.
In January, our Global Issues class looked heavily at the concept of ecological literacy. Here are some refections from our collective and individual experiences. These reflections consisted of “mini” PechaKucha presentations, whereby learners created 10 slides which moved every 20 seconds (10×20) in order to present their arguments.