This past term, twenty scholar-educators came together every Tuesday evening to think deeply about teaching and learning, about what we mean by an educative experience, and about the numerous false dichotomies that plague educational discourse. The Topics in Experiential Education course offered by the Seven Oaks School Division and the University of Winnipeg Post Baccalaureate Degree Programme is an opportunity to dive into what it means to teach and learn and to put our design and assessor hats on.
We will be launching the third PBDE in Inquiry Cohort in Fall 2022.
Below are the final reflections of some of the scholar-educators:
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.)
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.
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.