Topic 3

So project-based learning (PBL) is outcomes based and empowers the learning cycle (O'Connell). I get the idea that it is a dynamic approach to teaching in which students explore real world problems and challenges. I like and I can see it working in the KLAs of HSIE and Science. I also like that projects form the centrepiece of the curriculum - they are not add-on or extra at the end of a "real unit" (Boss and Krauss, 2007, p.12). I must admit I am one of those traditional primary teachers where the projects I have assigned my students have been that extra bit at the end of teaching a unit. However, students have always looked forward to these projects and it was a reward or treat I suppose for them after we had covered all the content. Now working part time as a classroom teacher and part time TL, I am rethinking how my TL role can help me with PBL. I would love to read Chapter 4 "Strategies for Discover" of Boss and Krauss' book as it explains how to begin designing a project. I suppose in the past with my teaching of the content -giving the students the information - I have not allowed for critical thinking which leads to collaboration and then communication. Wait a minute, I think I am being too hard on myself. I have encouraged collaboration in past group work and of course, communication with the presenting of their projects ensued. But, yes, I am pretty sure not a lot of critical thinking was happening with the students. So how to go about this PBL as a TL? I am looking forward to learning more.