Archive for category university
One of my students followed up this investigation with the following juicy question:
Essential fluencies seem to structure skills within select criterion, however I am curious as to whether PBL uses these as guides (depending on the student’s PBL objective) or whether students are meant to meet all of these at different stages of their PBL (to achieve a final product)?
If this is a flexible criteria, would using a feedback grid be the most effective way of communicating the development of an idea (as it focusses less on curriculum goals, more on constructive advice)?
I decided to post my answer to part of this question here on the blog:
You’ve asked a good question about skills and standards. My understanding of PBL (and other inquiry-based models) is that assessing skills is just as important as assessing content knowledge.
There are two (opposing) axioms that relate to this:
- ‘What gets measured gets done’.
- ‘Not everything that matters can be measured; not everything that can be measured matters’.
At the moment I’m inclined to agree with the PBL movers and shakers – that developing ‘soft skills’ should be seen as a vital curriculum goal, just as important as the acquisition of discipline knowledge and technical skills. The argument here is that if we don’t find a way of measuring/assessing soft skills then teachers will continue to sideline them. Because ‘what gets measured gets done’.
The BIE crowd have developed a range of assessment rubrics for the four skills that they identify as most important to PBL specifically: creativity and innovation, presentation/communication, collaboration, and critical thinking. You can find them here:
Of course, the opposing view is that such assessment rubrics lead people to forget the second axiom ‘not everything that matters can be measured’. I know sometimes I’ve watched presentations for example that are awesome, but their awesomeness can’t be explained using the BIE assessment rubric. It’s like all rubrics actually need a criteria labelled “X factor!” for when a piece of work or project does something amazing that we didn’t plan to (or cannot) measure. And sometimes by focussing students so explicitly on assessment rubrics, they can get obsessed with how to ‘game’ the criteria to reach the highest standard, rather than taking risks in their learning to work toward a big-picture goal.
As there is no ‘Ultimate God of PBL’, we are free to use whatever framework we want to think about “soft skills”. We can take up the Essential Fluencies, we can take up the skills foregrounded by BIE, we can use the 4Cs proposed by p21.org, or we can use the General Capabilities from the Australian Curriculum.
But ultimately I’d argue that yes, whatever framework you choose, you should find a way of explaining to students the standards you are looking for on a range of criteria, for the particular project they’re working on. Assessment rubric sheets should be designed to make the criteria and expected standards transparent to the learner, and to aid the feed-forward process throughout a project as well as the feed-back process at the end of a project.
I know I haven’t answered all of the parts of this student’s juicy question, and we’ll be talking more about it in class. It may generate another blog post. In the meantime…
- How would you answer this student’s question?
- Do you agree that providing assessment rubrics for soft skills is useful for learning in PBL (or otherwise)?
It’s the end of semester one, which means two things for me:
- It’s time to prepare my ethics application for my funded research on project based learning in secondary English.
- It’s time to finalise preparations for my own project based learning plan for next semester.
I’ve been trying out elements of project based learning (PBL) for a few years now, and this will be the first unit that I feel fully embraces the model to underpin class organisation and one of the two major assignments:
This assignment will no doubt shift a little as I develop marking criteria to align to the unit outcomes. Ah, constructive alignment, don’t you love it?
This blog will largely be used in the forseeable future to record and reflect on my PBL research and teaching.
How long did it take for you to settle back into work?
This is what people will ask me, down the track. What people have already been asking for a few weeks now.
I started work just after bub turned 11 months, and now she’s 13 months. It’s my ninth week back.
It took nine weeks to get ‘with it’.
I think I have successfully: decided where to get coffee and lunch; remembered most of my passwords; stayed back at work a couple of times; stayed up late working after bed time; said hello and had a chat to most people at least once; started teaching, with three lectures under the belt; presented a conference workshop; established a new dinner time routine.
Working. Enjoy responsibly.
I want to make a play list of songs that would be good for getting ‘psyched up’ for work.
There’s currently one song on my list – used as a theme song for the TV show Suits, ‘Greenback Boogie’ reminds me of the thrill you get when hard work pays off. Though there are certainly no suits being worn in my office, and I’m well aware that working 20 hour days is not actually that glamorous…
I used to play ‘Get in the Ring’ a lot on the way in to work, but although it was good for preparing to deal with some tense issues at the time, I don’t think I benefited from the antagonistic feels in the long run…
So hit me with it – what tunes are best for getting excited to go to work?
I want to post here two excellent images that I have come across to explain the various theories and concepts that can be drawn on in relation to learning and pedagogy.
The first is an image that I found via TeachThought (an excellent website – set aside a good hour to go and browse):
The image originally came from a 2008 post by Andrew Churches on edorigami, which also features diagrams explaining thinking skills, assessment and ‘fluency’. You can check that post out here: http://edorigami.edublogs.org/2008/08/16/21st-century-pedagogy/
The second image I am sharing here is this maaassssssive map of Learning Theory produced by the HoTEL project in the EU:
While all of the links made in the maps above are open to challenge and discussion, I really value them as texts! Both maps do a great job of visualising some of the theoretical complexity that sits behind education practice and decision making. I’ll definitely be sharing them with my pre-service teachers next year.