Project Based 
​
​Learning.

"PBL gives students expanded opportunities to practice and hone 21st century skills, such as collaboration, effective communication,
​and critical thinking" (Boss, 2015​).

What is ​Project Based Learning?

Project Based Learning with Technology (PBLT) is a means for students to collaborate with their peers while thinking creatively in real-world contexts. Rather than being given the answer, or finding it on the internet, students engage in meaningful tasks using inquiry to help them acquire a deeper understanding. In the IBT program, technology is used as a constant tool to help students with their inquiries, collaborate not only with their classmates but with the larger community of experts, and to demonstrate their learning in innovative ways.​ "In Project Based Learning, in order for students to learn something, they must do something" (Boss, 2015).

Our Goal

In our changing society and economy, students need the skills to be life long learners, who can develop their knowledge base with the current pace of change. Rather than just absorbing information, they need to be able to use what they have learnt in new, innovative ways. "Students in school today can expect to have more than eleven different jobs between the ages of eighteen and forty-two (Trilling, 10). Our goal through PBL is to help shape students who are flexible learners, and who have the skill set to adapt their learning to real world problems.

Project Based Learning
​Explained by 
the Buck Institute
for Education:

"Each learner is curious, competent and able to take

an active role in their own learning".
​
- Empowering Modern Learners, 2016.

Exploring learning with Passion Projects

In support of Peel DSB 'Empowering Modern Learners' document, in the 2018-19 school year the IBT program will be embarking in a 'Passion Project' model within the Grade 9 cohort. 

What will that look like?

  • Within their integrated morning class, IBT students will personally choose a curriculum related project based on their own interests, after consulting with their teacher.
  • Beginning with an inquiry question, students will individually identify an issue they are personally interested in, and begin an investigation, which will later result in a presentation in front of their learning community, or in the larger community (Ball, 3).
  • Students will be given time to concentrate on their Passion Projects on Fridays, where they will work in collaboration with the rest of their peers in the Gr 9 cohort, as well as having teachers from multiple disciplines present to help guide and mentor them in their inquiry.
  • Passion Project concentrated time on Fridays may occur in our Learning Commons, in the greater community, or during a curriculum driven field trip as a program enhancement.
  • Assessment will be done using triangulation of data: Looking at product, conversations and observations.
Moore (2016)

IBT students participating in the
​First Robotics competition 
​at the University of Waterloo, 2017.

Some examples of ​​Project Based Learning

  • In response to a  homelessness issue in San Diego, a class did a passion project where they created 'Tiny Homes' for those without shelter. They designed, planned, built and petitioned their local government to find solutions during their project (Ball, 3).
  •  ​Using the inquiry question of 'How can I create empathy within my community?', a school in Milton, Ontario embarked on a project that resulted in a three week community art installation in a local art gallery, with documentaries, personal interviews of community members, and a 'living library' in order to promote empathy awareness.
  • A student was unable to participate in dodgeball at his school due to being in a wheelchair, so high school students involved with STEM took on the inquiry project of designing a catapult that he could use in class to feel included (Millweard, 2017).

References


Ball, C. L. (2016). Sparking Passion: Engaging Student Voice through Project-Based Learning in Learning Communities. Learning Communities Research
           and Practice, 4(1), Article 9. Available at: h p://washingtoncenter.evergreen.edu/lcrpjournal/vol4/iss1/9 
Boss, S. (2015). Powering up learning with PBL plus technology. In J.E. Bellanca (Ed.), Deeper learning: Beyond 21st century skills (pp. 111-136).
​            Bloomington, IN: Solution Tree Press.
Buck Institute for Education (2010). Project-Based Learning Explained. (video file). Retrieved from 
​           https://www.youtube.com/watch?v=LMCZvGesRz8&t=9s
Millard, Christy. High Schoolers Create Catapult to Help Student Play Dodgeball. (2017).
Moore, Vicky (2016). Retrieved from http://www.teachingandmuchmoore.com/2016/03/project-based-learning.html?m=1
Trilling, B. & Fadel, C. (2009). Part One: What is 21st century learning? In B. Trilling and C. Fadel (Ed.), 21st Century skills: Learning for life in our times
          (pp. 3-40). San Francisco, CA: Jossey- Bass.