Gold Standard PBL

In our current PLT we have been looking at aspects of how we can take PBL to a gold standard. In the book "Setting the Standard for Project Based Learning" by Larmer, Mergendoller and Boss our group has been exploring the different aspects of PBL by unpacking the ideas presented and assembling them into gold standard PBL.

Our expert group focused on Chapter 4: Designing a Project. This chapter broke down "project design" and allowed us to review some of our current projects in order to make them more rigorous and authentic.

Being relatively new to the idea of Project Based Learning working out what "gold standard" is was a new concept, as I thought that PBL was already at a standard deemed worthy of "gold". But as always, there is room to review and improve.

From my understanding it has to start with the design of a good project. Much like a good lesson or unit of work you would have, the time frame is crucial. It can't drag on for too long or be too short, missing key learning goals and skill development. Speaking of goals, what are the goals you want to achieve? I have found that by benchmarking these goals in my classroom, allows the students to work towards the higher level of attainment and not just them "going through the work" for the sake of it. The structure is important too - like a great movie using a three-act structure it should have a first act, middle and end. In the classroom this would translate as a variety of activities and resources to engage and address the learning in these three "acts".

On the flipside, as a PBL newbie knowing what the process is NOT meant to be helps cement these ideas more. The breakdown in the text was interesting:

Project based learning is not the same as "doing a project.”  

• “Dessert” - projects are described as being a reward to the students for getting through all content that needs to be covered in the curriculum.  
• “Side Dish” - projects allow the students to have “fun” with the project and create their end product at home, 
• “Buffet” - projects - we would call this ‘Contract Learning’, where students complete a range of activities from a selected list. Choice is involved, but students aren’t working towards a final product throughout the learning

These projects don’t offer the full gamut of student learning experiences that PBL offers. The elements of a unit of work have to gel together and connect. This might take more pre-planning but I think the outcome would be significantly more conducive in the classroom. 

Ultimately, from discussion with the PLT group, the initial setup is one of the most important parts. The complexity and depth of projects come in time with the start of the process  and can only develop into "gold" from there.

PBL for the first time

Firstly, don’t judge my last blog post, it’s been awhile since I’ve looked at this blog.

What better way to start a new entry than with a new pedagogy at a new school!!

Project Based Learning (PBL) is new pedagogy for me as this is my first year teaching in a PBL school. Having spent years in a very teacher-centred, direct instructional environment, being a creative arts teacher certainly had its frustrations. So, I needed to change that. As a creative arts teacher, I like to think that we are loosely modelling PBL in a way.

We are developing an artwork (project) in mind and we workshop and build up the student skillset, question, collaborate, develop and meet benchmarks as we come to our resolved artwork or culminating/final product. So by making a move to PMH meant that I could cement and see the process of developing a project in a more structured, supportive and streamlined form.

Designs for an ArtBot from a current project involving Visual Arts and electronics to develop creative and critical thinking

The PBL environment at PMH requires a strong supportive infrastructure in order for it to work...properly. Anyone can create a project and deliver it, but what is being assessed? What learning are we measuring? How do we know that students are meeting these benchmarks along the way? How do we check in with them to ensure they are on the right track? I find that PBL addresses all these things but in a more formalised setting yet offering more freedom for both teacher and student.

The physical learning space contributes greatly to it as well. Having worked in a very enclosed space previously, the open environment allows the students to take their learning elsewhere...literally. If the space is not conducive to their group dynamic, they can move to a breakout space, practice a presentation in another part of the room, before they present or seek out inspiration from others in the class.

So what’s involved? For my next post I will look at breaking down some of the components that I have incorporated into my teaching practice through the PBL process.

The TCC Reflection Experiment

So we know that blogging with students can be effectively introduced into the classroom to:

• enhance reading & writing skills in an authentic, real-world context
• provide opportunities for innovation and creativity in an online format
• communicate and collaborate with other students, parents, and schools from all over the country or world
• allow for ongoing reflection of the teaching/ learning process

...but the reflective practice is not just done at the end as all of this eventually leads to reflection taking place at several points in time throughout the creation process:

When the piece of work is created, worked on...

is saved in the digital archive (an eportfolio like Google Drive, Blogger, WordPress, etc)

 

and during this whole time - all of this is process and the actual work is fresh on our minds…so by maintaining a blog students/ teachers can actively reflect on their work while it is fresh. The blogging process is part of the package, not an afterthought.

How can you use a blog to record your teaching/ learning?

Share your thoughts on Twitter using the hashtag #tccreflectx or leave a comment below.

In the meantime check out this blog to get your ideas flowing!

*Thanks to Denise for pointing out my massive hashtag...fixed now.

Street Art - Shepard Fairey #3

Street Art - Focus Artist: Shepard Fairey

Location, location, location!

Shepard Fairey lives and works in the United States...and we can't exactly fly over there, the Visual Arts budget won't pay for it.

But with the wonders of the internet, we can have a virtual excursion to some of the locations where Fairey has created his street art.

In your table groups fill in the artwork citation on the shared document. If you are not sure about your citation, check your VAPD's.

Also note that some artworks are installed. We've used that term before in class. What makes the artwork different or less original if it was installed as opposed to being created there on the spot?


View Shepard Fairey's Outdoor Works in Boston in a larger map

Street Art - Shepard Fairey #2

Street Art - Focus Artist: Shepard Fairey

Fairey started his career out by making wheat paste posters and stickers and putting them around his local area as a joke.

They were of the famous wrestler from the 1980's, Andre the Giant.

Since then, he has turned the face of Andre the Giant as his company logo and called it "OBEY"

Homework

1. Think about why Fairey used Andre the Giant as his company logo. You might want to look him up and find out how tall he was...
2. On your own blog, describe how Fairey has turned Andre the Giant's face into his logo. Call your post, OBEY!!!
3. In the comments below, tell us why you think Fairey calls his company, "OBEY"? You may comment on other people's responses.

Street Art - Shepard Fairey #1

Street Art - Focus Artist: Shepard Fairey

Welcome to our investigation of the street artist, Shepard Fairey.

Through this unit we are going to examine how Fairey communicates his ideas through his medium, street art and stencilling.

You will be "hands on" in your artmaking as well as reflect on your own artistic practice and the work of Fairey.

First off, let's find out how an out of work skateboarder went on to design a clothing brand and an election poster for someone called...Barak Obama.

Reflection

1. Have a look at the original image.
2. What has Fairey done to the image? Did he take the original photo? If not, what has he done wrong or possibly broken copyright? 
3. Add a new entry on your blog to share your thoughts on this question and call it "Obama - Hope". Read another student's post who has an opposing view to your own and add a comment.