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Its very interesting to read how  much work is put together in-order for the project to run smoothly, it shows that teachers need to be driven and work together to push students to as far as they can go.

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Its very interesting to read how  much work is put together in-order for the project to run smoothly, it shows that teachers need to be driven and work together to push students to as far as they can go.

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-Time for planning ( need principal and timetabler's help)
- how to assess and mark students work then submit to nzqa.
-convincing HOD's that it was a valid way of assessing students - I think everyone should participate and work together as one team.
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Allow students to make link and connect the theory with practicals. Developed an environment that can provide stability and confidence.

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Allow students to make link and connect the theory with practicals. Developed an environment that can provide stability and confidence.

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The difference between an inquiry model and project based learning. Ngatapuwae - End Project given by the teacher to Papamoa where students had more free reign

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Teachers need to learn to let go and work collaboratively - need a high trust environment in a school to allow teachers to develop this and planning time. Access to technology - schools need to prioritise this and open spaces

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Students gain confidence, are more engaged and in some cases marks go up. At risk student benefit from this type of assessment

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Real life tasks seem to be a winner with the students - great idea. 

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Real life tasks seem to be a winner with the students - great idea. 

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Interesting that some students found to difficult to settle - they were use to the 'exam style.'

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Interesting that some students found to difficult to settle - they were use to the 'exam style.'

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Different subjects working together is a great way for students to learn and achieve. 

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Different subjects working together is a great way for students to learn and achieve. 

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Would be awesome if the timetable within schools allowed for teachers to plan together. 

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Would be awesome if the timetable within schools allowed for teachers to plan together. 

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I think it could be challenging to get staff members working together, especially if some are not use to change. Finding the time to sit together and plan could also be problematic. 

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I think it could be challenging to get staff members working together, especially if some are not use to change. Finding the time to sit together and plan could also be problematic. 

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I like that engagement was a key area that they wanted to turn around - student focus. Great to see that this worked. 

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I like that engagement was a key area that they wanted to turn around - student focus. Great to see that this worked. 

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Teachers working together across different learning areas is exciting, and it is great to read about how this has been done- successfully. 

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Teachers working together across different learning areas is exciting, and it is great to read about how this has been done- successfully. 

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That they all suggested cross-curricular applications for their courses, but hadn't got there yet; there is so much in all of these that would  apply in other learning areas as well.

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That they all suggested cross-curricular applications for their courses, but hadn't got there yet; there is so much in all of these that would  apply in other learning areas as well.

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Organisation of such personalised programmes; I think having done the programmes once, each group had their own particular issues, and this will be the same for everyone, but being able to review and revisit for the next time around is key.

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Organisation of such personalised programmes; I think having done the programmes once, each group had their own particular issues, and this will be the same for everyone, but being able to review and revisit for the next time around is key.

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The engagement of the students in something that they see as real; how to get past "when am I going to use this real life?"

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The engagement of the students in something that they see as real; how to get past "when am I going to use this real life?"

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All students would benefit from this type of classroom setup.

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All students would benefit from this type of classroom setup.

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Time (isn't this always the challenge?). How to effectively manage so much?

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Time (isn't this always the challenge?). How to effectively manage so much?

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Fantastic engagement with contexts that students are interested and see the relevance in!

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Fantastic engagement with contexts that students are interested and see the relevance in!

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A thorough planning is the key to successful running of these project based learning which demands time , thorough knowledge of the subject.

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So when does the basic teaching or the front loading of the subject/content happens? Like in Biology, it involves students to use and be familiar with heaps of biological concepts and key words.

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So when does the basic teaching or the front loading of the subject/content happens? Like in Biology, it involves students to use and be familiar with heaps of biological concepts and key words.

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I really loved the idea of making the matrix what is called the Bible , an easy access to know and meet the criteria of the standard.

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The practicalities of it all.  Would definitely need  a lot of time to plan and prepare.  So how does that work - or is it all planned after school?

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How to mark "your part" of the assessment? This is always the discussion in our staffroom.

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I thought the students had a lot of engagement and it all seemed so positive.   It would be great to collaborate with other teachers.

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It was great to read about how they were student-driven therefore creating more meaningful contexts that were related to, and relevant to, real life.

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Assessment challenges were mentioned - the fact that some teachers had fears that the 'essence' of their subject matter would be lost. I think sometimes people need to look at all the positives that out weigh the issues, and that with time and experience with Project Based Learning they would find that the 'essence' of their subjects is not lost, but rather it is enhanced.

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I liked that it was noted that both teachers and students grew in confidence throughout the process and that there were lots of positive interactions.

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Hearing about the boost in confidence the students experienced encourages me to want to implement more PBL in my area of teaching (ESOL) as confidence with language is key to improvement. I would love to know of anyone in my industry using this style of learning to achieve results.

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Two of the cases mentioned the same challenge of 'time' when implementing PBL into their programmes. This would definitely be an obstacle for any busy educator. Looking at 'Te Kura Maori o Nga Tapuwae''s case we can find some possible ways to address this issue i.e. Having clarity around what is required of your students, the standard and starting small with PBL. Further to this, time could be saved if more collaboration amongst other schools who have previously used PBL within similar subjects could avoid earlier mistakes in design of assessment tasks. Inevitably, a new type of learning will always take that little bit extra at first until others are on board and assessment becomes more robust.

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Practical approaches to learning provided not only real-life experiences that students felt were meaningful, but also student engagement and confidence were largely increased. Great to read about students developing value in school projects that also allowed for more than just one standard to be met at one time. Taking a step away from "traditional learning" makes significant improvements in more than just results.

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My understanding is that project based learning (PBL) is teacher driven whereas Inquiry based learning (IBL) is student driven. This may be a helpful distinction. There is a clear trend in the increasing development of MLEs towards IBL with students generating the knowledge through a series of research questions/tasks which they decide. Critical questions being...what do you know now and what do you need to know? Along with this the creation of benchmarks of success and success criteria are critical...this gets to the heart of determining a standard, achievement criteria etc.

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A major drawback of the NCEA (internal) approach to assessment. While its great to see teachers maximising opportunities for students to learn and to receive credit across curriculum areas and standards we must not loose sight of the curriculum, learning intentions and outcomes. Students may complete credits but has the task met the standard adequately and has the student demonstrated their knowledge of the curriculum.

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Students participating in group work can be a positive motivator. However, the tasks need to be clearly explained along with the expected checkpoints communicated. Its important students take ownership of a new model and contribute to its success, i.e. buy-in

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being flexible and ready to adapt to change are crucial to success of PBL
PBL is not going to suit all students Need to have either alternative assessment work for these students or some process so students are monitored on their application of work expected.

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time to set up new courses and marking schedules - and how they are going to be run- is always a head ache.
Community resistance to change is normal - community being parents, students and teachers. Communication with the process and allowance for the groups to have a say - and keeping them appraised at all levels of development and implementation are key.

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students are engaged and see relevance in a key competency as they apply it in the real world (via their project)

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Would love the opportunity to be involved more with other teachers - or could I teach across two subjects....

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The timetable structure can be a challenge when you want to work with other teachers to collaborate cross-curricular.

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Has more meaning for students. Can be more 'hands on' or 'doing' activities which can increase the fun factor/engagement and then increase achievement. Have more than one task (or subject area) included in an activity which can increase the value of an assessment when it is worth more.

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What if students missed some of the learning/assessment time then they would miss out on a huge amount of credits

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What if students missed some of the learning/assessment time then they would miss out on a huge amount of credits

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Cross curricular assessments would need time to set up

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Cross curricular assessments would need time to set up

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Streamlining assessments for students so that they are more engaged and better learning outcome.

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Streamlining assessments for students so that they are more engaged and better learning outcome.

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So many possibilities and links could be made

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Need time to plan- even harder of cross curricular.

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Like the practical nature of these. Maybe more engagement?

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teacher collaboration that is authentic

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Timing for planning and across the curriculum, letting go of the traditional, marking and teacher workload.

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Practical, applicable to areas of life, student success, student confidence and engagement

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I think one of the biggest benefits is that kids are working in a way that also builds key competencies like collaboration, communication and critical thinking, self management. 

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I think one of the biggest benefits is that kids are working in a way that also builds key competencies like collaboration, communication and critical thinking, self management. 

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I think the biggest hurdle for me would be the time to sit with others to collaborate BUT I also hear the 'start small' and so rather than putting it in the too hard basket I think I will just give it a try. 

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I think the biggest hurdle for me would be the time to sit with others to collaborate BUT I also hear the 'start small' and so rather than putting it in the too hard basket I think I will just give it a try. 

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Making sure that the criteria for each standard is absolutely nailed down i.e. the comment 'the bible rubric'.  Loved that some teachers are being given time to do the planning!

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Making sure that the criteria for each standard is absolutely nailed down i.e. the comment 'the bible rubric'.  Loved that some teachers are being given time to do the planning!

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I thought a fantastic positive of the approach was the hands on experiences that it gives the students

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Start with small projects..builds confidence and competency for Teachers and learners

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How to build  competency across curriculum areas when the project may be cross curricular and learners may be at different stages needing assistance from different specialist Teachers.
The transparency of assessment criteria and exemplars would assist to support this.

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The statement that project based learning  gave meaning is critical to motivation of learners.
The ability to focus on learning is critical and inspiring as we have found ourselves being driven by assessment in recent years.

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Integrated assessments really appeal to me! Any approach that finds a way to give students credits for any standards that fit within a project seems much more contextualised (and sensible) than separate, contrived assessments. In Te Kuiti High School's case, what happened for the rest of the term/year after the 6-week unit finished?

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The phrase "time consuming and reasonably onerous" stood out to me in the Papamoa College authors' discussion of marking. With a project like creating a common space for students, could the assessment simply be based on whether the group successfully created a functional common space? If not, could the "marking" occur during milestone conferences, where students talk through their evidence and decisions?

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Developing the Traits You Don't Get Credits For

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Developing the Traits You Don't Get Credits For

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The article about Te Kuiti's integrated assessment highlights the "whānau environment" that developed with the PBL approach. Papamoa College's PBL helped students become "self-directed." These collaborative and metacognitive behaviours are essential to lifelong learning.

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This is exciting and interesting. There are sooo many possiblities, I found it interesting reading about the great projects these schools have been doing to help their students. Its really inspiring.

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Its seems to be the same staff at school that we are constantly having the same battles with. They like things done in traditional ways, and are resistant to change. In order to get traction behind starting a project, we would need some key senior managment buy-in. Can this be done? and do we have enough time to focus on this? or will we just get caught up in the day to day stuff while this takes a back seat?.

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Students see the relevance by carrying out real-life projects

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Students see the relevance by carrying out real-life projects

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I love the idea of an integrated project based learning activity covering numerous subject areas. In the workplace, workers are often given projects to deal with, rather than individual sections of work, so this project based learning helps prepare them for the transition from school to work.

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Maybe this is a dream...a good one at that but filled with challenges of course.  One may be the style of teacher

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We have been looking at this as a kura for the past few years and have injected PBL this year into our thinking.  Integrated learning for Assessment purposes makes sense atop of the all the learning that takes place as well.  For us as Kaiako its about working smarter just as much as worker harder...but with time against us.....I am leaning quite heavily to integrated learning.....

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TIME TO FOSTER AND COLLABORATE IMPORTANT!

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TIME TO FOSTER AND COLLABORATE IMPORTANT!

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UNCERTAIN HOW THIS WOULD LOOK LIKE AND WORK ONLINE. IT IS EASY TO DO THIS OFF LINE AND FACE TO FACE

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UNCERTAIN HOW THIS WOULD LOOK LIKE AND WORK ONLINE. IT IS EASY TO DO THIS OFF LINE AND FACE TO FACE

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Inquiry = student interest/ engagement +learning

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Inquiry = student interest/ engagement +learning

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SUCCESS

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All 3 examples all pretty much said that support from all interested teachers was vital and one teacher couldn't carry others. Also the importance of support from senior leadership to make it possible in terms of time allocation etc.

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Is previous knowledge being assessed or the knowledge gained during the project?

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Is previous knowledge being assessed or the knowledge gained during the project?

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Getting the mentors matched to students will be a challenge.  Also, a skill becomes embedded through lots of practice. The 'wow' moments some teachers saw, may not have been a result of their teaching, but from skills taught  by the student's whānau, so care must be taken in attributing it to the project teaching method. It did, however, show the teachers new insights into some of their students, which is always a good thing.

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The 3 different types of projects given were great at showing what could be done with different types of learners. The building project could be done at Te Kura through mentoring or Gateway opportunities. We have use team camps to build the whānau aspect which has worked well - for the next camp we could consider including more standards.

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A comment was made that some HODs weren't keen on a cross-curricular approach as they worried students were double-dipping. As we are grappling with bringing in project-based learning and cross-curricular learning there are also teachers who have doubts about it as it involves a shift in thinking and approaching NCEA in a new way which they are not familiar with

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A comment was made that some HODs weren't keen on a cross-curricular approach as they worried students were double-dipping. As we are grappling with bringing in project-based learning and cross-curricular learning there are also teachers who have doubts about it as it involves a shift in thinking and approaching NCEA in a new way which they are not familiar with

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Great for students to be able to link theory with practical.

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Great for students to be able to link theory with practical.

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Starting PBL in schools, particularly with senior students, raises ethical issues which should be addressed. I agree that PBL can often lead to increased engagement and therefore improve achievement for at risk students, but I am yet to see quantitative evidence from a large sample size to demonstrate that this approach works for the majority of students. I'd like to see this sort of evidence, rather than anecdotal evidence, prior to rolling this out (experimenting on) a large group/ cohort of senior students.

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Good for small groups with a similar focus

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Good for small groups with a similar focus

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But for authentic learning in real-life applicable projects where students may choose their contexts this can very quickly become cumbersome and very difficult to manage.

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If this approach is to be rolled out across cohorts or with large numbers in a school then planning and reflection time must be prioritised for this to work well.

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In these case studies, student engagement and buy in increased which lead to overall better results.

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Milestone conferencing - talking to the student and encouraging them to self assess.

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Wow moments. These are the best.
Students being proud of what they produce. Shared responsibility across teaching staff.This seems to reflect the culture of a school and the commitment of senior management to support project fully

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Clear links between subject areas.

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Students doing physical activity as well as Maths and English. A relief for those who don't like to sit still all the time.

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Time needs to be made for teachers to develop the communication skills necessary to work across and between curriculum.  There has to be transparency and confidence from the teachers as often the students get confused about the different expectations and that can have an impact on the outcome. Planning time and support with this is crucial to the success. Support from senior management

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The suggest of a "we" that has a common goal suggests strong collaboration from the start.  It is great to begin the year with a project as the students can see the benefits of this early.  I also like the idea of a well developed A3. It sounds like it would be clear to teachers and learners alike.

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Collaboration modelled to students
Community involvement
Teachers and students building confidence about requirements

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The second article talked about trying to link meaningful learning to a group of disaffected learners within the school. Not only did this learning support these learners in gaining NCEA and recognised qualifications they also stayed in education and learning.

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I loved the talk in the first paper around building a 'bible' that combined what the kaiako needed to provide an assessment opportunity. This allowed the confidence to not only assess but all show evidence and 'defend' this style of assessment.

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each case study makes a comment about time and effort. There is also mention of SLT responding to this and trying to elevate the issue as the school can best. There was also mention in all three of student motivation. The last one talks about their use of meetings (again further demand on time) but this allowed them to scaffold and help the students move forward with this type of  learning.

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It's interesting that in each of the case studies the teachers involved had high levels of engagement with their projects - in much the same way we would expect our students to be engaged.
However, this was also tempered with considerable support from SLT. We need school leaders who value change for the sake of progress rather than just because it's the latest bandwagon they can jump on.

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Obviously this depends on the school you work in. However, I have found that a number of schools (particularly large ones) tend to 'silo' and keep each department as separate from each other as possible. This makes it really tricky to understand the possibilities of doing work with students that can count towards multiple assessments.

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I love doing more project based work with students. While I haven't had the opportunity to work cross-curricularly, my students are working towards their different portfolios when studying their areas of interest.
However, my favourite part of this kind of work is that it allows students to share their passions with their classmates. This is probably the one change I have made that has made the biggest difference to classroom dynamic.

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From experience I know that every learner prefers different types of assessment or learning activities. Quite a few students still prefer traditional assessments as they know exactly what to expect. To win over the sceptical students (and their parents) will be a challenge...

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I wonder how much time students need to be given to work on such cross-curricular, multi-standard projects. Would the student need whole days of each week to just work on these projects?

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These project-based, cross-curricular, multi-standard approaches require a lot of organisation in terms of tracking each student's progress, giving feedback and/or feed-forward or getting all the marking and moderation done. It also means that the teachers running these projects need to collaborate closely.