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Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.

In contrast to dessert projects, PBL requires critical thinking, problem solving, collaboration, and various forms of communication. To answer a driving question and create high-quality work, students need to do much more than remember information. They need to use higher-order thinking skills and learn to work as a team.

What is Inquiry-Based Learning?

It is the parent of PBL, MDE, DT

Its goal: encourage learners to own their learning and remain curious about the world around them

It is learning by doing

Project is a "main course", not "dessert"

Students investigate and respond to an authentic, engaging, and complex question, problem, or challenge and share their work beyond just the teacher.

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Norms (Culture)

Start with questions

Fail up: not being afraid of being wrong or fail.

Share the well: giving out your ideas

Assume the best: be positive

Have fun

MVS Mission

We are a school of inquiry, innovation and impact. Grounded in Christian values, we prepare all students to be college ready, globally competitive, and engaged citizen leaders.

TDS Mission

Our purpose is to empower and enable generations with necessary knowledge and skills to master world changes and be leaders that positively impact communities wherever they are.

See - Think - Wonder (Thinking routine)

Make observation: what do you see in the picture? (Do not interpret)

Make inference: what do you think when looking at the picture?

Wonder: what else you do not know when looking at the picture?

Mount Vernon Mindset

Creative thinker

Solution seeker

Communicator

Innovator

Collaborative

Ethical decision-maker

Principle & Practice
Relationships are foundation to learning
Curiosity and passion drive learning
Learning demands interactive and flexible spaces
Empathy influences learning
Learners apply knowledge to make impact

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TDS Mission: Impressive but not clear and not visible in campuses, students do not know about it.

We need to think carefully about:
+ What are necessary knowledge and skills?
+ How can we empower and enable our students?

We need to visualize our mission in school campuses.

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Design Thinking = People centered design

Three core thing in design thinking

Empathy ~ people centered (Empathy prototype feedback, stories, etc.)

Get back to the lab and adjust the  product

Bring the more finalized product to bigger market

Building trust that sustains a culture leading innovation and change

Design Thinking is People-Oriented Problem Solving -- involving empathy, prototypes, and feedback.

Design Thinking is a Mindset, not a Process
MV's Design Thinking Model has four outer compass ring components/point: ^ Discover | > Define | V Design | < Deploy and four inner compass ring components: Idea Exchange | Fabricate | Craftsmanship | Critique

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A PBL project for Grade 6 Students in Vietnamese Language subject: Vietnamese phonology

Driving question: How could you teach the expat students and teachers in TDS learn how to read and write Vietnamese?

Students' tasks:
+ Study about the Vietnamese phonology => make a mini (online) guidebook)
+ Teach the foreign students and teachers at TDS
+ Organize a seminar/workshop/showcase to report their works and receive feedback
+ write a journal (refection)

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7 principles for competency-based education:
+ Students learn actively using different pathways and varied pacing
+ Students receive timely, differentiated support based on their individual learning needs.
+ Students are empowered daily to make important decisions about their learning experiences, how they will create and apply knowledge, and how they will demonstrate their learning.
+ Strategies to ensure equity for all students are embedded in the culture, structure, and pedagogy of schools and education systems.
+Rigorous, common expectations for learning (knowledge, skills, and dispositions) are explicit, transparent, measurable, and transferable.
+ Assessment is a meaningful, positive, and empowering learning experience for students that yields timely, relevant, and actionable evidence.
+ Students progress based on evidence of mastery, not seat time.

Feedback: goal referenced, informational & descriptive, actionable & specific; positive & future focused, personalized, given with readiness in mind; timely, frequent, user & language friendly.

Framework:
+ SE2R (summarize what students accomplish, explain exactly what they need to demonstrate having met the objective, redirect students with further instructions, resubmit)
+ TAG: tell what you like, ask questions, give actionable suggestions to move forward; ask students to self-assess
+ Here's what, so what, now what

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Formative Assessment: The activities and efforts students do to practice and learn a power standard. In addition to being opportunities for giving students feedback, formative assessments should also be seen as feedback for the teacher to shape future instruction methods: formative assessments are assessments FOR learning.

Summative Assessment: Assessments that show what a student has learned after repeated practice. These assessments have been preceded by formative assessments along the way. Summative assessments are not defined by “size” but by function: summative assessments are assessments OF learning.

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PBL: 1. Question starter: How can I; 2. Challenge; 3. Audience