PBL and Assessment

In class this week we began the process of creating our assessment plans.  As I continue to develop my project for this course, I'm anticipating that I will be modifying and editing my assessments.  However, at this current time I would like to discuss my work in relation to the Key Principles of Assessment as discussed by the Organization "What Kids Can Do?"

Assessment is for students

At the current time my assessment has two major opportunities for student participation.  The first is their learning log and the second is their peer evaluation.  While these are good forms of assessments, I would like to have the students create the teacher rubric that will be used for the assessment.  This will enable the students to have more ownership over the assessment process.

Assessment is faithful to the work students actually do

The summative task for this unit has students developing and creating their own top 10 tips list.  The rubric has been designed to focus on the aspects of the project that the students complete and not what they leave out.  Additionally, time is built in daily for student to reflect on what they are doing.

Assessment is public

Currently students are not given an opportunity to state their goals for the unit.  However, this can easily be introduced at the start of the unit to help frame student work and reflection.  Currently the main audience is the grade 4 class, but it could easily be shared via YouTube and other online authoring software to get a broad opinion of their work.

Assessment promotes ongoing self-reflections and critical inquiry

Currently the assessment criteria is given mainly by the teacher.  However, as discussed earlier by inviting the students to create the rubric for the assignment, they will better understand the qualities of good work and be able to develop work that meets those standards.

Tools for my project

This week I began by crafting my driving question.  I was again struck by the similarity and differences between the PYP and PBL.  One of the first things we do when creating a unit in the PYP is try to craft a central idea.  The central idea is supposed to be a statement that is broad, conceptually rich, and accessible to the students.  While many of these are similar, PBL uses a questions instead of a statement and more importantly localizes it for the students.  In the examples I looked at there is usually a very explicit connection in the driving questions to the local community.  However, in PYP central ideas are meant to be globally transferrable and thus typically don't contain specifics about location.

Eventually I decided to narrow down my questions to "How can we use our devices for learning?"  This question I believe blends the two approaches nicely.  Also, by not including specifics about the place name, I am ensuring that it is globally transferable.  However, the use of the word our localizes it for the students as well.

For my project I am currently using Weebly and Coogle to house and organize my resources and my thinking.  In terms of standards I am currently using the ISTE Standards for Students and the Common Sense Education curriculum.  So far, I have many ideas for the unit, however, it is a matter of trying to narrow it down for the students into a unified vision.

PBL and My Teaching

This week I had the opportunity to research different PBL projects and get a better idea of what the units look like in action.  I have migrated from the classroom into technology integration where I work with teachers on integrating technology into the classroom.  After seeing the projects in action, I can see more similarities with my teaching style and that of the PYP.  I will say that studying PBL in depth is giving me a better understanding of the PYP and if I go back into the classroom, will be able to look at creating units with a better perspective.

At this current point I have two ideas for my PBL project.  The first, was inspired by a project I looked about creating a drama productions.  I noticed while looking at the unit, that the evaluation was very heavy on the director with very little evaluation for other aspects of a production.  I was thinking of crafting my own unit, with a much balance and diversity as possible with added evaluations for areas like stage-management, props, lighting, costumes, etc.

I am also considering creating a unit focused on the BYOD program that we have at the school.  I feel a unit centred on learning how to set up and use their devices safely for learning could have a great impact on their learning and on the experience of the BYOD program.

After considerable thought, I have decided to focus on the BYOD project as this relates most directly to what I am currently doing and could potentially be used in the elementary school at the start of the next school year.

PBL and the PYP

Over the past ten years I have been working in PYP schools and have attending may professional development sessions focused on the pedagogy of the PYP.  During this time, I have also has some exposure to problem based learning as well.  Though I have never gone in depth with PBL and am enjoying learning about PBL projects and what the BIE hold as the gold standard.

When comparing the PYP and PBL, there appear to be many pedagogical similarities.  Both systems want the students to engage with curriculum in meaningful ways that relate to the world in which the students live.  Both also usually end with a major project that is typically presented to an audience in some fashion.  One of the big differences is the audience for the PYP end of unit projects.  While PBL is fairly explicit in stating that projects must be presented to the public, PYP does not make this requirement except to the Exhibition unit at the end of the programme.  That is not to say that PYP projects are never seen by a wider audience, it really depends on the project.  I have seen many grades invite the community in for an art gallery or a performance.

One of the key differences I notice between the two is the focus of the major task.  With PBL, it appears that final projects provide solutions to the problem that is posed.  However, within the PYP the final task is about students demonstrating their understanding of the central idea.

I'm looking forward to this course and learning more about the similarities and differences between these two approaches to teaching.