Tomorrow marks the beginning of my final week at Merrylands East Public School. It has been a fantastic school to work at for so many reasons. Amazing staff, great kids, a real sense of communion between classes, with students across stages and projects contributing to each others’ learning. What has been particularly awesome for me is the strong focus on project-based learning. It should come as no surprise for me say that I think PBL is awesome. I live with Bianca, who’s been living and breathing the stuff for a few years now. We always talk about it, try to share our experiences with PBL with others wherever possible, for instance via #PLSM13 or Teachmeet. If you want to know a little of the reasoning behind why we thinks it’s awesome, you might be interested in reading a recent interview I was asked to do for Educational Experience here.
But anyway my last few weeks at MEPS have seen me working with students from TheWaterhole6, with the awesome Lisa Sov and Solange Cruz. Before going into the class I was asked by the teacher who I was relieving, @Holidaydreamer_ to get the kids to learn some Australian history, focusing on the Federation of Australia. Having discussed some ideas for a history project at PLSM13 earlier in the year, I though that this would be the perfect opportunity to see how the kids would go making a federation themed episode of Horrible Histories. The project outline is below.
On the first day that I walked into this class of year 6 students I really had to think on my feet. Lisa was away sick and Solange had to take the morning off for reading recovery. So armed with the above outline, some links posted to edmodo during the holidays by Holidaydreamer_, and supported by a casual teacher I set to work introducing students to the concept and getting them to begin their inquiry. I was immediately impressed with how independent the students were and how quickly they took to the task of learning what they needed to know to begin the process of producing some hilarious skits. Sure, you had some groups working more productively than others, and some kids walking around trying to do less than what they perhaps ought to have been doing; however, at least they weren’t sitting there idle, becoming brain-dead listening to me speak boringly about events that happened years ago, and about which I know very little!
Having said that, I have done some learning about the federation myself, and to help students think about what they might like to produce, I made the below video giving a rough timeline of the events leading to the Federation. It has some errors, which I pointed out to the class – nobody’s perfect, especially not me!
The kids are now at the stage where they are either editing, filming, or just about to film. I’m getting excited about the final product and I look forward to sharing it soon. We are going to have a screening in the school library (or hall) this coming Thursday, it’s going to be well smashing.
Here are some things that I would change if I had my time running this project again.
1. Set deadlines for each stage of the project from the outset so that the students know where they should be heading to, and by when.
I didn’t know this class at all before beginning this project, so I was unsure how they’d go with the whole thing, and how much time they would need to do what was needed. In retrospect I probably allowed too much time for researching/inquiry and not enough time for students to create awesome. I still think, however that the final episode is going to shred and I can’t wait to see it. Also, when I did see that too much time had elapsed between inquiry and production, I set an assignment on edmodo for groups to come to class and present their work – they came through in an impressively reliable fashion. Having students present their learning before moving on to making stuff is a great avenue for formative assessment, I’ve now discovered.
2. Make smaller groups
The Waterhole, whilst it at times seems like one class, is actually two. There are around 52 students all learning together, in an open learning space, created through the removal of a dividing wall between two classrooms. This means that there must always be at least two teachers on class and also makes group work potentially more difficult to organise.
When I came into the Waterhole, they already had pre-established PBL groups, so I had students work in those. There are seven PBL groups, meaning there are around 7-8 students in each group. They’ve been doing really well, however, if I were to begin the project again, I’d probably make more groups, perhaps ten, with five or six students in each group. I think that this would allow each group member to have a legitimate and purposeful role, and minimise the likelihood of students losing focus, thereby passing more work on to their teammates.
3. Choose a connecting class in a more convenient timezone!
I managed to speak with Stephen, who is awesome, about connecting with the Waterhole so that we could share our learning about the Federation. However, as they are in New Hampshire in the States, the time difference makes it impossible to talk or connect during school hours. Things like this can be worked around by creating introductory videos, etc., which I’ve done in the past, but this is extra work that we just didn’t have time for – a Skype connection would be more convenient. We will be posting the final video to the project website and I’m sure that Stephen’s class will watch it, enjoy and comment so the integrity of the public audience will be maintained.
Anyway, I think it’s going well. As I’ve mentioned, the final presentation takes place this Thursday. Students have been given a deadline of this Tuesday to submit their video files to me so that I can edit them and put them all together to make the final episode. I’m really looking forward to it, and I’ll post more here after everything’s done! In the meantime, here is a photo I took of one of the groups as they worked on filming their skit. Fun times.