Many teachers wonder how they might weave project-based learning into a demanding curriculum.
Perhaps a way to start is to include ‘mini tasks’ within a series of lesson.
For example students could be assessed in Maths on a presentation on a subject of their choice involving statistics. This could increase student motivation in participating in learning, although not all students can work independently, which is where the skill of ‘scaffolding’ with varying degrees of intensity, comes in.
There could be lots more challenges and obstacles to teaching ‘collaboration’ and ‘critical thinking’.
Perhaps students are not used it and don’t want to do it. As practitioners it is useful for us to take a positive, proactive mindset to such obstacles. There are in fact always solutions.(that’s another article!).
If we challenge our students to develop risk taking, explore possibilities, develop growth mindsets and be open to learning from mistakes; then to have integrity we have to be able to demonstrate the same in our teaching.
Stephanie Wimmer-Davison is Academic Director of the College of academia International School
Dewey, J. 1933. How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D. C. Heath
Rogers, C. and Freiberg, J.H (1994) Third Edition. Freedom to Learn
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