Today was a great day. Bianca and I were lucky enough to be asked to visit the International Football School on the Central Coast. The IFS is a recently established independent school with a focus on project-based learning and, as the name suggests, football – and when I say football, I mean the type of football which many of us call soccer.
Basically, kids who attend IFS are kids who have demonstrated a strong interest in and talent for soccer and are committed to training every day in the interest of pursuing a career in soccer. They train for two hours every morning, under the tuition of professional soccer coaches before going to class to learn the NSW syllabuses under a project-based learning pedagogy.
Bianca and I were asked to visit the school for the day to share our own approaches to and experiences of project-based learning, before observing classroom practice to give general feedback and suggestions. I enjoyed the informal, casual approach to the day, the learning that I witnessed occurring and, perhaps most selfishly, the opportunity to be in a PBL classroom other than my own and see first-hand how this works.
Below is the brief and informal presentation I gave to Shane, Karen and Todd in the morning to introduce myself. Basically we just spoke about of some of the reasons for doing PBL, things that should be included when planning a great project, and some outlines of projects I’ve either done or am doing, before jumping straight into teaching and learning.
The project that Shane, Karen and their students are working on atm is based around getting kids to design and develop their own ‘Sideshow Alley’ – the kind of thing you see at places like the circus or Luna Park where you get to place ping pong balls into clowns’ mouths and throw darts at balloons. The students, all in stage 3, have to research and design their own versions of these games, build them, before advertising, promoting and hosting their own sideshow alley for the younger kids at the school.
I was honestly impressed with what I saw. The enthusiasm, engagement and self-direction of the students was fantastic. If I were to offer any word of constructive criticism for Karen and Shane, it would be to consider how they could make the audience for their project more public. Perhaps by approaching a local operator of a business similar to a sideshow alley, Timezone or something.
Anyway, I should probably address my somewhat hyperbolic ‘out-of-body experience’ reference.
For me, visiting Shane and Karen’s classroom felt very much akin to that. It seems that there are increasingly more educators leaning toward PBL here in Australia, all at different levels of knowledge, expertise and experience. There’s no official ‘training agency’ for PBL and I think that’s the way it should always be.
PBL is about inquiry, and the very nature of inquiry is that you don’t have any or many of the answers. So you can never be an expert at inquiry unless you are willing to admit that you know very little. To be an ‘expert’ at PBL, you have to be an expert of the, “I know very little” mindset.
Another thing about PBL is that as a teacher you are constantly moving around. There is constant discussion, chatter, collaboration and noise. You’re involved and invested in all of this and, at times, not entirely sure of where all of it is heading. It can sometimes feel quite chaotic and it’s not until the project is finally over that you have some time to thoroughly reflect on how it all went.
Today, observing was a release from that. I was able to watch other PBLers in action, to speak to the kids and teachers, to learn with them and from them; to watch, listen, engage with and feel what it’s like to be in a PBL classroom. It was like having a bird’s eye view of my own class – an ‘out-of-body-experience’.
Coming from MEPS, I was also interested in how students were engaging with the open and flexible learning spaces. You can see some photos below. I particularly liked the spaceship table that the students had set up for collaborative learning.
Later, I visited the stage 2 classroom. I’d introduced Todd to genius hour earlier in the morning and he was enthusiastic about the concept. So much so that he decided to launch it with his class straight away.
After lunch at IFS, students have a bit of ‘quiet time’. Today, this took place in terms of independent, personal interest research – AKA #geniushour, #AdventureTime, or whatever else you want to call it. I walked into a class of learners researching their genius hour projects and this is some of what I saw.
I also saw students independently researching spiders, football players, basketball, NRL, Minecraft, fortune-tellers and dinosaurs.
Next, students showed me some shelter designs for their ‘Survivors’ project. You can see them below.
Take from this what you will. I took a further enthusiasm for learning.