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Students Get Involved in Current Events through Project-Based Learning

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KASAB -How can we explore sustainability and consumerism for our students to become more eco-friendly using an educational game created by us? 

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KASAB -How can we explore sustainability and consumerism for our students to become more eco-friendly using an educational game created by us? 

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Balance 10 days on one nail.

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Haon
do
tri

haon
do
clap your hands

haon
slap your legs
clap your hands

click your finger
slap your legs
clap your hands

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Think of 7 words that represent you and share them with other people in the class.

Use personal stories/anecdotes to share your biography.

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Kapla: Build the tallest tower in 10 minutes! (30 blocks, at least 70 cm, balance a marble on top)

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Kapla: Build the tallest tower in 10 minutes! (30 blocks, at least 70 cm, balance a marble on top)

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Motivation:
You can do it!
Great idea!
Keep it up!
Keep going!
Good/great/fantastic job!
Well done!
Great Stuff!
Good thinking!
Go! Go! Go!

Advice/Suggestions
Maybe we could...
Why don't we...
Have you thought about trying/doing...
Maybe/I think we should...
Wouldn't it be better if we do this?
Let's try...
How about we...

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1. Take notes: consolidate/review what we have covered
- Flow chart
-KASAB chart
-personal notes
-visualisations

2. Ideas: Put some rough game ideas on paper

3. Crazy 8: Draw 8 variations of the game to trigger creativity.

4. Solution sketch: Select your most feasible/practical idea and draw a solution sketch with 3 panels.

Include:

-rules
-instructions
-objectives
- how do you win? Is there a winner? Is it team work or individual work? etc.

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Paper chain part 1: No rules, 2 minutes, go!

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Paper chain part 1: No rules, 2 minutes, go!

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Questions:
Did you make a plan at the start?
Did each person have a role?
Did a leader naturally occur?
Were you quiet or did you encourage each other?
Did you help a team mate when you finished your task?
How could you do better next time?

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PBL Assessment- Summative rubric - primary school

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PBL Assessment- Summative rubric - primary school

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For primary school students, a general rubric might include the following criteria:

Understanding of the problem/task: Did the student demonstrate an understanding of the problem/task they were given?

Use of relevant information: Did the student use relevant information to help them solve the problem/task?

Creativity and innovation: Did the student show creativity and innovation in their approach to the problem/task?

Collaboration: Did the student work well with their peers and contribute positively to the project?

Presentation: Did the student present their work in a clear and organized way?

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PBL Assessment - Summative rubric - secondary school

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PBL Assessment - Summative rubric - secondary school

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For secondary school students, a general rubric might include the following criteria:

Understanding of the problem/task: Did the student demonstrate a deep understanding of the problem/task they were given?

Analysis and synthesis of information: Did the student analyze and synthesize information from multiple sources to solve the problem/task?

Critical thinking: Did the student apply critical thinking skills to the problem/task?

Collaboration: Did the student work well with their peers and contribute positively to the project?

Presentation: Did the student present their work in a clear and organized way, using appropriate language and visuals?

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I see...
I think...
I wonder...

The teacher has chosen these pictures to guide students to discuss climate change, sustainability etc.

Like how Emma selected the topics of sustainability and consumerism, social media and entrepreneurship.

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http://rubistar.4teachers.org/index.php?&skin=default&lang=default&

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RubiStar is a tool to help the teacher who wants to use rubrics, but does not have the time to develop them from scratch.

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Using PBL to Build a Strong Learning Community

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Using PBL to Build a Strong Learning Community

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Project-Based Learning (PBL)

A grade-level project-based learning unit provides academic and social benefits as students work both in small groups and as a whole class.

GH Photos / Alamy Stock Photo

By its nature, project-based learning (PBL) has a reciprocal relationship with community building; PBL fosters community among learners, and a strong learning community is necessary for successfully implementing PBL. Beginning with generating project ideas and all the way through to completing and presenting a project, PBL requires collaboration and negotiation.

Community-building creates a learning environment where all students feel safe collaborating and contributing. There are both social and academic benefits to a strong learning community. To start, the foundation of a safe community allows students to take academic risks and feel comfortable facing new challenges, which can shape and contribute to learning experiences. Students must practice good communication as they navigate new learning experiences. There's an abundance of growth in trying something new together.

Gathering data on PBL, engagement, and collaboration for my dissertation project, I collaborated with teachers at a small elementary school in the Shenandoah Valley of Virginia as they implemented my PBL plan for three fifth-grade classes to work together to build a pollinator garden on the school grounds. This grade-level project provided a habitat for pollinators and offered an opportunity for community-building among the three classes.

A Grade-Level Project

We worked on our project during spring 2021; schools in the district had reopened but social distancing limited collaborative learning experiences. Despite the limitations caused by Covid-19, the fifth-grade teachers were creative in finding a way for students to collaborate on a grade-level project, rather than limiting them to the students in their homeroom class.

Having the project outside and letting the students partner and work together laid the groundwork for a beautiful pollinator garden and a community of learners. Social interaction with peers is critical to learning, and social learning experiences contribute to increased student engagement.

Each of the three classes had a different focus (bees, other pollinators, native plant species) within the larger project, but students were encouraged to communicate and collaborate frequently during each phase of the project. One class focused on bees-plants that would attract specific species, along with their food, water, and habitat needs. This group also prepared sites within the garden for beehives that would be added to the garden in the coming year.

1. Researching various pollinators and plant species native to the region

2. Planning/designing a habitat that would provide food and water, shelter, and reproductive needs in all seasons

3. Building, painting, and planting

4. Culminating project-documenting the project for the school website

The second class focused on attracting other pollinators, such as butterflies and hummingbirds, again focusing on plants that would attract the various species, and their food, water, and habitat needs. Lastly, the third class focused on native plant species that would sustain the pollinators across all seasons. This class started plants from seeds in addition to planting a variety of larger, established plants.

These were the phases of the pollinator garden project:

While the teachers guided students and facilitated the project, keeping students focused so that they could complete the project within the two-week time frame, each part of the project (research, design, implementation) was student led. Students selected and researched the part of the project that interested them but were able to contribute to more than one part of it.

Students also chose the peers to work with in pairs and small groups to paint bird houses, build butterfly houses and bee habitats, and plant a multitude of native plant species. They worked in groups most of the time, but many completed smaller individual projects, such as painting a clay pot and selecting the plant for it.

Benefits of Student-Led PBL

Student-led PBL means that students came together over common interests and learned from each other as they took on different roles. They were able to support one another as they worked through each phase of the project. Student-led learning experiences provide opportunities for students to take initiative and ownership over their learning.

PBL instruction offers students many benefits, and this project fostered collaboration and community building, increased engagement, social learning, creativity, problem-solving, critical thinking, student choice, and project management skills, to name a few.

At a time when social distancing and separate learning experiences were the norm, it was beneficial for the students to participate in an inclusive project that incorporated the entire grade level. The students embraced this project. They even found ways to extend it beyond the original plan by painting smooth river rocks to place in the garden, to leave a little token of themselves behind at their elementary school before moving on to middle school. The project took hard work and collaboration, and each rock left behind was like a signature of the project the students completed as a community.

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Using PBL to Build a Strong Learning Community

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Project-Based Learning (PBL) A grade-level project-based learning unit provides academic and social benefits as students work both in small groups and as a whole class. GH Photos / Alamy Stock Photo By its nature, project-based learning (PBL) has a reciprocal relationship with community building; PBL fosters community among learners, and a strong learning community is necessary for successfully implementing PBL.

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Finishing the prototype
testing the game
teams play each other's games

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Part 2

Same groups from Wednesday! (or change things up if you want)

- Each group nominates a leader.
- Emma explains the new rules to the leaders:
* You will have 30 seconds to make a plan with your team mates. After the 30 seconds:
1. You will not be allowed to speak.
2. You will only be allowed to use your dominant hand.

NOTE: If there is an uneven number of participants, encourage the others to watch the teams do the activity and make observations.

Example questions:
-Did you utilise the 30 seconds of planning efficiently?
- How did not being able to talk impact your efficiency? How did you communicate instead?
-How important was teamwork and trust during this activity?
- How could you improve?
-Did you take control during the activity or did you listen to directions/respond to gestures?
-Did you feel stressed out or did you stay calm?
-Did it make you think about how you give directions?
-Did it make you think about your role while working in teams?

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Challenge:

“Say 21”

In pairs, count in sequence, saying either one number, or two numbers. The person who says 21 is the winner.

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Project-Based Learning (PBL)Make Students’ Week Presentation

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Fossil Fuels and Green Energy Throw a Party