# data[].attributes.body
- School gardens
- Habitat restoration
- Biodiversity investigations
- Outdoor field trips
- Local eco systems
- School yard
- Rivers/beaches/lakes/creeks
- Parks
- Vacant lots
- Rail trail/bike tracks
- Sustainability

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1. Get to know your students.

2. Based on your students, determine a possible project, goal or outcome.
3.  Break down the skills that your students will need in order to complete the project or reach the outcome.
4.  Pre-assess your students - how do they perform in these skills already?
5.  Make time for the AMT model – give students the opportunity to transfer previously learned skills (or skills they have learned for this outcome).
6.  Teach, facilitate, coach, guide...and learn.
7.  Self-assess at the end of a project. What have they learned? What new skills do they now have? What would they like to learn more about?

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1 Real life relevance

Activities and tasks that represent those of a

professional as closely as possible.

2 An ill-defined problem

Challenges that are not easily solvable, or don’thave an obvious answer. There may be layers of tasks that need to be completed in order to solve the problem.
3 Sustained investigation

Projects and tasks that require a significantinvestment of time and cannot be solved in a matter or minutes or hours.

4 Multiple sources and perspectives

Resources may be theoretical or practical, and may require learners to distinguish useful information from irrelevant information.
5  Collaboration
Individuals cannot achieve success alone. Projects and tasks will require social connections.
6  Reflection
Learners will reflect on their own learning and make choices and set targets accordingly.
7  An interdisciplinary perspective
Projects are not limited to a single subject or set of knowledge, but will make use of knowledge and skills from across subjects.
8  Integrated assessment
Formative assessment is woven seamlessly into tasks and activities and used purposefully by learners and teachers alike.
9  Polished products
Activities and tasks will lead to the creation of a product.

10 Multiple interpretations and outcomes

There are many possible solutions and answers to the problem.
(in Lombardi, 2007)

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Trilling and Fadel (2009) note that effective project learning has

five key characteristics:

→Project outcomes are tied to curriculum and learning

goals;

→Driving questions and problems lead students to the

central concepts or principles of the topic or subject

area;

→Learners’ investigations and research involve enquiry

and knowledge building;

→Learners are responsible for designing and managing

much of their learning; and

→Projects are based on authentic real-world problems

and questions that students care about (p. 109)

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Wagner stressed that students

need seven survival skills to be prepared for twenty-first century

life, work and citizenship:

•Critical thinking and problem solving

•Collaboration and leadership

•Agility and adaptability

•Initiative and entrepreneurialism

•Effective oral and written communication

•Accessing and analysing information

•Curiosity and imagination (p. 4).

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- Utilising digital media effectively.
- Anytime/anywhere learning.
- Responding to labour market trends.
- Learning to know, to be, to do and to work together.
- Foster participation.
- Metacognition - learning to learn.
- Focus on quality not quantity learning.
- Personalise and customise learning.
- Emphasise project and problem based learning.
- Encourage collaboration and communication.
- Engage and motivate learners.
- Cultivate creativity and innovation.
- Employ appropriate learning tools.
- Design relevant and real-world learning activities.
- Build the right relationships for learning.
- Include every learner through technology.
- Highlight learner centred models.
- Encourage lifelong learning.
- Recognise learning through open education.
- Accredit and credential non-traditional learning.
- Assess for deeper understanding and competency.
- Redefine teacher roles and functions.

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Research by Redecker et al. (2011) identified six key challenges:

(i)multicultural integration to address immigration and

demographic change;

(ii) reducing early school leaving to combat unemployment

and to promote a better educated workforce;

(iii) fostering talent to develop a ‘smart’ economy based on

knowledge and innovation;

(iv) promoting a rapid and more fluent transition from school

to work in order to reduce the barriers between the world

of work and education;

(v) facilitating re-entrance to the labour market especially to

tackle long-term unemployment; and

(vi) focusing on permanent re-skilling to enable all citizens to

keep their competencies updated and to quickly respond

to changing work environments (p. 12)

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Key competencies are beginning to be viewed as more valuable than knowledge

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Shifts in labour market trends and skills shortages in the

global workforce have highlighted widening inadequacies in students’ preparedness to tackle

twenty-first century challenges. Growing concern about potential economic and global crises

ahead have also led many to question whether today’s learners possess the combination of critical

thinking, creativity, and collaborative and communication skills necessary to tackle future shifts in

the marketplace.

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useful ways to connect global visions to local contexts because they require learners to work with problems, concepts and experiences within the world not as abstract or removed topics

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What aspects of a global vision of education might you want to be concerned with?

Do they connect with your local context in any way?

Who (and this is a very useful thing to consider) might you connect with to help do this? Parent, retired person, local expert?

What technologies might help you to connect with other experts or local professionals?

What aspects of leadership will help you succeed in these local relationships and networks?