2c Competency & Evidence

One indicator of Teaching, Learning, and Assessment is:

c.  Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience.

My proficiency in this area is developing quickly.  I arranged for a team from my school to attend a day-long workshop at Pacific Lutheran University called Take Thinking Deeper with Digital-Age Problem Based Learning by Suzie Boss, a member of the Buck Institute, on April 17, 2017.  From this event and other researching I am conducting, I have constructed a 1 credit course.  This work is important because it will provide opportunities for students to apply critical thinking skills, communication, and collaboration in relevant real-world ways.  By creating this opportunity for my teachers, all of my teachers will have the same opportunity to benefit.  Further, this will create common language and knowledge in my district.  Teachers need support in feeling safe providing student-directed opportunities.  Some of my planning and thinking on this course also stems from my blogpost, Information Opportunity or Information Overload.  My information on the actual course is located in my blogpost, A Deep Dive into Project-based Learning at the End.

Suzie Boss speaking to the key characteristics of Problem-based Learning.

Suzie Boss speaking to the key characteristics of Problem-based Learning.

There are seven project design elements of Problem-based learning.

There are seven project design elements of Problem-based learning.

 

 


css.php