Deeper Learning Lab Podcast

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.)

Episode 1 — Collaboration is the Key

Episode 2 — Distilling PBL

Episode 3 — PBL in the Early Years

Episode 4 – PBL & Secondary Maths

Episode 5 — The Laminating Room

Episode 6 — PBL and Inclusion

PBL: Deep Dive into Structured Inquiry

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.

School Suspension Projects

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This photo is from Dave Law’s class — an advisor at the Seven Oaks Met School. Dave was a guest speaker during our third class, where he spoke about interdisciplinary projects.

The crew in my University of Winnipeg Faculty of education Project-Based Learning Applied class created projects for the school suspension period. As teachers, we were devastated that the sense of community we had created in our classrooms might be severed, so we took our theory on intentional design that is geared towards fostering curiosity, inquiry, and community and created these experiences to share with all teachers.

Book of Awesome — Ashleigh

Ecological Footprints — Kylie & Sherry

Educational Assistant Project Plan — Natalie

Passion Projects — Alberta & Laura

Creating Graphic Novels in an EAL Class — Samineh

Mental Well-being — Diana & Christine

You are what you Eat — Jenna

MIMW — Kate

Covid19 Journal — Vanessa

Quaruntunes — Aubrey

Community Improvement — Wes

Virus to Pandemic — Janine

Our World is Beautiful — Soofia

Genius Hour — Amber-Lee

Walking Together — Alyssa

The Wellness Project — Lisa

Heroes of the Earth — Balrajdeep

 

Project-based Learning Theory Course 2019

In January of 2019, I will be facilitating a theory course on Project-based learning at the University of Winnipeg as part of the Post Baccalaureate programme. This will be followed by the PBL Applied course in Spring 2019. The description is below:

pbde-winter-2019_pdf

I have had several people contact me regarding how the course will unfold, so I thought I would post this note as a means to clarify some of the details.

Online Format

This is an online course that is live. We will meet on Tuesdays (beginning January 8th, 2018) from 5:30 pm until 8:30 pm CST via Zoom. While each session will be recorded, members of the group are responsible for attending every Tuesday night. This is not an online course that is static. The advantage of this format is that it provides greater access for more participants while still bringing people together for rich and authentic conversations about how and why we learn. (It also means no winter travel on sketchy roads in the dark.)

Each week, we will engage in readings, guests speakers, virtual field trips, and project work. Participants will be asked to design a project that they can reflect upon throughout the course. Participants will be asked to think, read, listen, write, and speak about the theoretical underpinnings of PBL and about their own practice.

We will use Edmodo as a means for housing our online discussions and course documentation.

Rationale for course

As project-based learning schools become more and more part of the pedagogical mainstream in North America, the need for teacher education in is this area is paramount. While project-based learning can be a powerful platform for authentic learning, transformation, and growth, the danger is that project work is merely activities, teacher-led, or not rigorous. With several PBL schools in Winnipeg, and a desire at all levels, including higher education, to pursue meaningful and educative experiences for learners, a theoretical course on PBL is essential.

This course is designed to offer practitioners a foundational understanding of the evolution of PBL, while examining what we deem an educative experience.  Learners will look at a variety of critical issues related to the success of PBL and how PBL manifests itself in various contexts.

Learning Outcomes

At the end of this course, learners will:

  • Have explored a variety of different theoretical models of project-based learning
  • Will have entered into dialogical discourse as to what is meant by an experience
  • Be able to articulate the foundations of project-based learning
  • Have conducted an inquiry project whereby they pose a research question, offer an argument, and provide evidence for their rationale
  • Articulate how they would theoretically employ project-based learning principles into their own practice
  • Describe the process of introducing learners to projects and guide learners to propose and carry out these projects
  • Be able to discuss a variety of assessment practices and tools used in project-based learning.

Assigned Readings

Boss, S., Larmer, J. & Mergendoller, J. (2015). Setting the standard for project-based learning: A proven approach to classroom instruction. Alexandria: ASCD.

Roberts, J. (2012). Beyond Learning by doing: theoretical currents in experiential education. New York: Routledge.

Related Readings/Bibliography

Bassey, M. (2010). Education for the rest of the world: An illustration of John Dewey’s principles of continuity and interaction. Educational Studies, 36(1), 13-20.

Dewey, J. (1933). Dewey outlines utopian schools. Retrieved from: http://www.yorku.ca/rsheese2/3410/utopia.htm

Dewey, J. (1938). Education and experience. New York: The MacMillan Company.

Dewey, J. (2008). Democracy and education. Project Gutenberg eBook, retrieved from: http://www.gutenberg.org/files/852/852-h/852-h.htm

Freire, P. (1970). Pedagogy of the oppressed. New York: The Seabury Press.

Glass, R. (2001). On Paulo Freire’s philosophy of praxis and foundations for liberation education. Educational Researcher, 30(2), 15-25.

Hassan, S. (2013) Guiding high school students through applied internship projects in college environments: A MET School story. Education Canada Retrieved from: http://www.cea-ace.ca/education-canada/article/guiding-high-school-students-through-applied-internship-projects-college-en

Illich, I. (1971). Deschooling society. New York, NY: Harper & Row.

Kolb, D. (1984). Experiential learning : Experience as the source of learning and development. Engelwood Cliffs, NJ: Prentice-Hall.

Larmer, J. & Mergendoller, J. (2010). Seven essentials for project-based learning. Educational Leadership, 68(1), 34-37.

Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.

Pearson, G. (2012). Success, but slowly, as MET School redefines learning. Education Canada, 52(5), 37.

Senge, P. (2012). Creating schools for the future, not the past for all students. Leader to leader, 65, 44-49.

Zull, J. (2002). The Art of changing the brain: Enriching the practice of teaching by exploring the biology of learning. Sterling, VA: Stylus.