PBL-focused planning for this project and much of the information below has been taken from and/or influenced by the work of PBL Works.

WHAT IS PROJECT BASED LEARNING? (PBL)

Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

Students work on a project over an extended period of time – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by creating a public product or presentation for a real audience.

As a result, students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills. Project Based Learning unleashes a contagious, creative energy among students and teachers.

And in case you were looking for a more formal definition...

Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.

WHY IS PBL A FOCUS IN THIS PROJECT?

For the many reasons stated above. We want to afford students the time to explore, collaborate and develop their creative and critical thinking skills. We believe that project based learning provides more opportunity to include and stretch all learner, irrespective of their abilities.

WHAT DOES PBL LOOK LIKE IN THIS PROJECT?

The Gold Standard PBL framework has been followed when planning activities. This has been aligned as much as possible with our project aims and the MIMIC criteria of the Biomimicry Institute's Youth Design Challenge. For example, There are planned opportunities for sustained inquiry, we are using authentic problems, students assign roles and work alongside collaborative norms and the final product is made public by sharing with students, staff and parents through an exhibition on day 4.

SEVEN ESSENTIAL PBL PROJECT DESIGN ELEMENTS

MAJOR PRODUCTS

Individual Products

Ownership of a specific role within the group and project
Reflection of own contribution and skills

Team/Whole Class Products

Data-supported final prototype that proposes a solution to the chosen problem. Accompanying pitch/presentation

Making It Public

Evening showcase where students share information about the current climate crisis and changes individuals, families, and communities can make to help reduce and offset carbon emissions

MIMIC MAKERS-SPECIFIC GOLD STANDARD DESIGN ELEMENTS

SEVEN PROJECT BASED TEACHING PRACTICES

KEY STANDARDS

MS Science Standards:

Scientists develop hypotheses by asking investigable questions and making predictions based on scientific knowledge
Scientific investigations go through a process which ensures the accuracy of measurement, reliable observations and objectivity of findings
Models represent abstract phenomena which can aid in describing, explaining and predicting scientific ideas
By analysing the results of an investigation, scientists can determine the accuracy of data and improve upon an experimental design
By locating relationships within the data, scientists form explanations and draw conclusions during an investigation

MS Design Standards:

Different manufacturing processes exist to produce products
Models support the visualisation of a design so that designers can refine, communicate and test the design performance
Properties and characteristics of materials and can apply them in a design context
Responsible designers work toward well-being for all by considering the social, environmental and economic factors within a system
Designers communicate ideas and information in order to convey design concepts

MIMIC MAKERS-SPECIFIC PBL TEACHING PRACTICES

ASSESSMENT IN PBL

METHOD

A PBL and ATL focused, project-specific assessment rubric has been created that will be used by both teachers and students to judge the success of outcome. Teachers will use this throughout the project to assess on an ongoing basis. Students will use this rubric at the end of the project to self-assess and reflect on their outcomes and project contributions. More on assessment here.

THE ROLE OF FEEDBACK

Students have ample opportunity to seek feedback from peers, teachers and professional guidance over the course of the project. Opportunities for feedback are ongoing.

ONGOING ASSESSMENT

Supervisory teachers assess student contribution and competence on an ongoing basis using a specifically designed ATL assessment rubric.

PEER ASSESSMENT

On day 4, students will be linked up with 2-3 other groups to present their final prototypes and their process. Student swill be asked to full in a peer assessment form that focus on how well the project has met the project-specific assessment criteria. This also provides opportunity for providing and seeking feedback. Guidance has been created and shared for this here.

SELF ASSESSMENT

At the end of the project, students are asked to reflect on their contribution to the group projects and and assess the outcome of their project as well as their own level of achievement.

PROJECT ASSESSMENT RUBRIC (BIOMIMICRY FOCUSED)

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