Building my PBL Learning Design

Now we focus on scaffolding for student independence and ownership, building resilience and an entrepreneurial mindset in general.

Our Design (updated) should ideally provide opportunity for students

• to identify the questions they would like to pursue (within the context of the Driving Question)
• to make choices on all key project-related aspects such as resources used, products created, use of time, etc. 
• to take significant responsibility and work independently from the teacher, but with guidance if necessary
• to reflect during the project about their own work and learning

Here is the new revised edition of my learning design.

Developing Entrepreneurial Skills

• Webinar Slides
• Creativity Cards
• Skills for Life Document 
• Virtual Guide for Entrepreneurial Learning
• Design Thinking for Educators with toolkit
• Canvanizer Tool

What is Design thinking?

What does Design thinking looks like in school?

resilience

strategies to develop student resilience

What is resilience? It comes from the Latin resilire, “to bounce back”. Resilience refers to the capacity to return to good mental health after challenging and difficult situations. It is not one specific thing, but a combination of skills and attributes that help to solve problems, cope with challenges, adapt and bounce back when things don´t go as planned. Resilient people learn from their mistakes, they look at their failures and mistakes as lessons to be learned from, and as opportunities for growth.

I think that I'm resilient enough myself!

A "Reverse Brainstorming" exercise! In Reverse Brainstorming we will answer the opposite question of what we actually want to achieve. This triggers some unusual thinking and brings a new perspective on the problem. So while we ultimately want to be able to build confidence and independence in our students,  in this Padlet, we identify how we as teachers can weaken our student's confidence and independence. 

An Entrepreneurial Mindset 3.3

I'm glad I have been a member of the "Entrepreneurship in education" etwinning group and lots of what we deal with in this module are more or less familiar to me. Thank you Kornelia!

Developing student-driven activities for PBL

Next to developing collaborative skills of students, another key part of PBL is for students to take ownership of tasks, initiative at solving problems, and most importantly to stick with these tasks and problems until they have come to a satisfactory conclusion. In other words, we try to develop a student-driven environment in which the energy and persistence of what is happening in the classroom does not primarily come from us but from the students. 

Albert Einstein's quote above captures one of the key essences of this module: getting students' to develop grit and resilience to stay with a problem or project even though they have failed previously is one the most difficult parts of PBL and at the core of developing a student-driven environment. As an example and at a quite simple level, when students work for the first time in a group as part of PBL, the first attempts at collaboration might not be successful. It is essential that students don't become frustrated and demotivated but rather excited and motivated to try again and improve, again and again and again. Creating an environment that allows and promotes this, is what the module is all about. 

The learning objectives for this module are:

1. Understanding the importance of scaffolding the PBL process so that students increasingly develop independence and ownership over the tasks
2. Understanding the importance of a positive environment and mindset for building student confidence and resilience
3. Developing a range of activities, strategies and tools that facilitate an entrepreneurial mindset and entrepreneurial skills

Describe a situation in your professional or personal life where you were first unsuccessful but because you stuck with it you succeeded in the end. Finish by identifying why you stuck with the problem/task and did not give up (and make sure to copy your entry also into your Learning Diary).

My first pbl attempts in my classroom feel like unsuccessful so far. But I love the idea and the potentials of it so I keep trying. That's why I'm here. I hope I will succeed in the end. I was stuck so far because I didn't know much. I was mostly driven by my will to do pbl, without having much of knowledge or first hand experience. I'm trying, trying, trying, trying.....

The shared padlet  here: