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Maree Whiteley
onto Global Competencies April 6, 2016 10:40 AM
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The essential question drives a project and describes what you want students to think about, explore, and formulate an answer to at the end of the project. The authentic task is the work that students will do complete to help them better understand and respond to the question.
The essential question drives the “Why are we learning this?” and the authentic task drives the “What are we doing?”
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Data, reports, manuals and questions from the worldwide assessment of 15-year-old student in reading, mathematics and science, The global launch of the OECD PISA Global Competence Framework, the foundation for the PISA 2018 assessment.
Maree Whiteley's insight:
Can schools promote global competence?
Schools play a crucial role in helping young people to develop global competence by: - providing opportunities to learn about global developments; - teaching students how they can develop a fact-based and critical worldview of today; - equipping students with the means to analyse a broad range of cultural practices and meanings; - engaging students in experiences that facilitate intercultural relations; - promoting the value of diversity
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Campaigns Teaching the Goals for the first time First Steps To Get Your Goals Teaching Started Generation Earthshot Generating 💡 to repair 🌏 inspired by The Earthshot Prize 🏆 Transforming Education Transforming education through data, and global action.
Maree Whiteley's insight:
See children in action for a better planet - a wonderful collection of resources and projects to inspire socially-purposeful teaching and learning.
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Maree Whiteley's insight:
This blog has been created by Maree Whiteley, AISWA Teaching and Learning Consultant, to document an ongoing Professional Learning program from March to July 2021. At its conclusion, this Action Learning project will be published as an online resource, similar to previous AISWA Publications, sharing authentic teacher stories of Teaching and Learning in Western Australian schools within the AISWA network.
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Inquiry-based learning emphasises a student’s role in the learning process and asks them to engage with an idea or topic in an active way, rather than by sitting and listening to a teacher. The overall goal of an inquiry-based approach is for students to make meaning of what they are learning about and to understand how a concept works in a real-world context. Via Kim Flintoff
Kim Flintoff's curator insight,
April 30, 2019 11:40 PM
"The main challenge with an inquiry approach is assessment. Standardised testing monopolises educational assessment, which puts a value on core literacies: reading, writing, computation, and the accumulation of facts and figures. Educators are only beginning to identify parameters through which they can assess students’ discovery of knowledge and making meaning."
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Taking Action: Students as Global Citizens
Maree Whiteley's insight:
The Taking Action Project was a Professional Learning experience for teachers of Humanities, English and Technologies that combined aspects of human rights and social justice, outlined in topics sourced from Years 5 - 10 Australian Curriculum Geography and Civics and Citizenship. Students had the opportunity to produce a digital resource to argue their evidence-based perspective on a global issue and in doing so, demonstrate their Critical thinking, Ethical Understanding and Intercultural Understanding. It provides a series of case studies showcasing a Project Based Learning (PBL) inquiry approach by students from Years 6 to Year 9. This publication, is an illustration of quality teaching that demonstrates how several aspects of the Australian Curriculum can be implemented by creating an authentic, student-driven task.
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Maree Whiteley's insight:
Cady Staff is a primary teacher with a passion for Project Based Learning - this is her website where she generously shares her passion, PBL resources and student projects.
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A Project-Based Learning Spectrum: 25 Questions To Guide Your PBL Planning by Terry Heick I've been talking with a friend recently about project-based learning, which…
Maree Whiteley's insight:
This is a wonderful tool for 'REAL' student-centre projects, particularly helpful is the way the questions have been compiled in a spectrum format and incorporates critical thinking and mindfulness.
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Global Youth Debates is a Flat Connections global project that provides a unique global collaborative experience for joining diverse cultures in authentic debate to foster globa
Maree Whiteley's insight:
Here's a wonderful opportunity to engage your students in an authentic global conversation- check it out!
Adam Sherwood's curator insight,
May 10, 2017 9:01 AM
This is great! Enables truly global dialogue - of the highest order RE: debating....can chose a topis of ones choosing (and you can plug in and listen to existing recorded debates) - appropriately it is also asynchronous - to 'cut through' any real time issues.....!
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Studies have proven that when implemented well, project-based learning (PBL) can increase retention of content and improve students' attitudes towards learning, among other benefits. Edutopia's PBL research review explores the vast body of research on the topic and helps make sense of the results.
Maree Whiteley's insight:
This I truely believe..."Project-based learning hails from a tradition of pedagogy which asserts that students learn best by experiencing and solving real-world problems"...it's all about purpose and authentic learning intentions.
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Project-based learning continues to be misinterpreted as a single teaching strategy rather than as a set of design principles that allow us to introduce the philosophy of inquiry into education in an intelligent and grounded way.
Maree Whiteley's insight:
It's very true...we may need to reinvent PBL that leads to deeper learning, creative inquiry, and a better fit with a collaborative world in which doing and knowing are one thing. This article addresses five areas in which PBL needs to move forward.
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Millennium Kids - where Kids tackle the big issues.
Maree Whiteley's insight:
Love everything about Millennium Kids - get on board and Take Action - so many authentic curriculum links.
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Futures Learning Unit NSW Department of Education
Maree Whiteley's insight:
Are we preparing our students for the workforce they will enter?
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Educational project for Queen’s University in Belfast.
Maree Whiteley's insight:
An excellent YouTube video explaining the UN Convention on Child Rights.
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This resource originated as an exciting interdisciplinary Professional Learning experience for six AISWA schools to design a socially purposeful project, exploring a real world environmental issue based on Sustainable Development Goals #14 and #15.
Maree Whiteley's insight:
Six schools - 15 teachers co-design authentic PBL with their students in their local communities. See socially-purposeful teaching and learning inspired by #SDG14 and #SDG15 Global Goals - local to global student-led action for a better world.
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Maree Whiteley's insight:
This publication originated as an interdisciplinary Professional Learning experience for teachers of the Humanities, English, Languages, Science, The Arts, and Technologies. Within this resource you will find socially purposeful teaching and learning, exploring real-world issues from content embedded in the Australian Curriculum and linked to at least one Cross-curriculum Priorities (CCPs).
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No longer does the teacher need to be only responsible for 'covering' content, a practice that often feels like climbing the down escalator.
Maree Whiteley's insight:
Interesting analogy, comparing the delivery of learning to the supply and demand chain of the manufacturing process, 'customer-driven. How can Project-based Learning, including design elements, help the teacher pull, rather than push, learning authentically through a project?
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How can we teach and assess general capabilities such as critical thinking, creativity, collaboration and research skills? Dr Claire Scoular and Jonathan Heard share details of a research project aiming to develop practical tools for use in the classroom.
Maree Whiteley's insight:
So many of the points discussed here, resonate with my current work in schools around curriculum design.
'How much focus does your school give the general capabilities? Do you have existing tools and resources? If so, what do these look like? To what extent do you draw on the curricula in reference to the skills? What tools or resources would you find useful in teaching and assessing the general capabilities? What information would be useful to know about the ability of your students in these skill areas?' - Dr Claire Scoular - Masterclass at the 2019 ACER Research Conference https://goo.gl/NxoqX7
Jaden Bond's curator insight,
May 25, 2019 4:04 AM
Teaching and assessing general capabilities allows students to develop and improve their critical thinking, creativity, collaboration, and research skills. It is important that students use technology to develop skills and adapt goals according to available information as well as monitor their own progress. Teaching and assessing general capabilities can be applied to the classroom through open-ended learning activities and having an ongoing redefinition of the goal of the task. This is also achieved through teaching general capabilities using problem-based or inquiry-based learning.
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When I was a kid, I loved watching reality TV. Okay, it wasn't really reality TV. It was PBS. However, I would watch an entire season of This Old House, as Bob Vila walked viewers
Maree Whiteley's insight:
So much to learn from this blog post..."Participatory cultures are often creative and open rather than consumer-oriented or closed. They are multi-age, interest-based, and centered on shared interests. They are, in many respects, the opposite of an industrial school model. Participatory cultures remind us that creativity isn’t a solitary endeavor. It is nearly always to and from a community. Great ideas rarely happen in isolation. Instead, they are a part of the constant sharing back and forth of what we are learning, doing, and making. This is why it’s so valuable to show our work."
Al Garlando's curator insight,
May 5, 2019 8:35 PM
adopting an agile sprint approach to education outcomes allows students (& teachers) to demonstrate progress and identify knowledge skill gaps and redefine their learning goals
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Maree Whiteley's insight:
Deeper Learning through PBL from David Price -- ‘Deeper Learning’ is a way of thinking about projects, so that the key skills that students need in an increasingly competitive climate, are at the heart of your project designs and execution. As an attendee< I was excited to experience deeper learning from a learner’s perspective, through completing ‘slices’ of projects and through peer critique and review.
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The essential question drives a project and describes what you want students to think about, explore, and formulate an answer to at the end of the project. The authentic task is the work that students will do complete to help them better understand and respond to the question.
Maree Whiteley's insight:
Authentic tasks, real-world problems and issues = Project-Based Learning, engaged students and visible learning.
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I think these samples can be used as inspiration for your own projects. And, critiquing these samples can help students think of ways to make their own productions better.What I look for in projects:The project answers a driving question.The production is made by students or documents students’ learning.The production is made for an audience.The project is open-ended, so each end production is different.The product is hosted publicly online.Read more about project based learning.
Maree Whiteley's insight:
Yes...I’m always on the lookout for products created by students through project based learning experiences. I'd rather see what students create to express their answer to a driving question than just read a summary of the project. I can find loads project ideas and descriptions online, but it’s much harder to find quality end products by students.
Rebecca Morris's curator insight,
February 28, 2018 5:57 PM
Having PBL products are great for informing children abotu their world and PBL' use skills taught in history and science and across all KLA's and the importance of that. I’m always on the lookout for products created by students through project based learning experiences.
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REAL Projects are designs for learning that connect deep subject content with real world problem solving.
Maree Whiteley's insight:
This is REAL learning that enables all students to be creatively engaged. This student says it all..."It is a lot better than normal lessons – you get to do things with others and for a real purpose. You work harder than normal – you are presenting and doing teamwork and interviewing. You have roles to lead others, too. And you have to deliver!"
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Project-based learned can be a difficult instructional strategy to execute well. Make it easier and more successful by using ExitTicket.
Maree Whiteley's insight:
I really like the step-by-step ('warts and all') honesty of this blog post by Dan Adiletta.A PBL approach requires your students to apply a wide array of skills and equally a varied range of assessment tasks. Students will need ample scaffolding, front-loaded content, carefully chosen groups, explicit instructions, varied assessments and ample feedback. Fortunately, project-based learning is made easier with educational technology.
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As the Gallup poll and countless others have pointed out, many of our students are increasingly less engaged in their own education. Much of this is a result of a focus on short-term, extrinsic rew…
Maree Whiteley's insight:
When the focus is on the project or “doing a PBL” rather than what students are learning, we are focused on the wrong aspect of project-based learning. More so, if you do a project and as soon as it is done go back to the worksheets or the textbook, we signal that the project was the goal, not necessarily the learning
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Maree Whiteley's insight:
Great ideas here with numerous PBL links - particularly AC Geography, Civics and Ethical Understanding
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