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See what people are saying about our recent trainings and conferences.
Did the three day training meet your expectation, and if so how?
Yes, it led us through stages well and developed the understanding with clarity.
Yes, It was eye appealing and an enjoyable experience.
Yes, lots of time to develop project
Yes it was such a great learning experience and all the presenters were so knowledgable which made it even better
yes, was very enjoyable
it taught us how to do PBL by doing it.
Yes. I learned a lot and enjoyed being given time to work with colleagues to create a project we can implement in our classrooms immediately.
Yes, I loved it. Didn't hurt my brain too much and was SO practical! Can't wait to Bring the project back to my class
Yes, answered all my questions and some that I didn't know that I had!
Yes and beyond. Clear delivery methods, precise structures and processes.
Went way beyond - had previously done some PBL training but it was not so accessible for all age groups. This was fabulous.
Yes. It provided a structure and template that can be applied easily.
Beyond expectations- great wealth of knowledge and assisted in building skills necessary to implement this in the classroom
It didn't just meet my needs but far exceeded them. I had wonderings before I started and with each session these were answered.
The training definitely met expectations. Presenters were knowledgeable and enthusiastic. Possibly sent more elementary school teachers if so many of your group that you are presenting to are Primary School Teachers
Absolutely, I feel so well equipped to conduct PBL in my classroom. I actually know what to do now.
Yes, gave us the foundation to begin.
No, it exceeded it!!!! very knowledgeable presenters and then their skills as presenters and facilitators was AMAZING! i wish i was in their class! 🙁
Yes, but I still feel I have a lot to learn and apply.
Yes - good knowledge
Yes, good examples of pbl
More than met them, the whole presentation being like a project was great.
very much so. It was aimed for all present - primary and high school.. It was a fantastic experience
Definitely, my expectation coming to the course was to walk away with a much more thorough understanding of the PBL process and how to plan and implement a quality PBL project.
The trainers were excellent. highly knowledgeable of their craft with a willingness to share their expertise. Very engaging and motivating.
Yes, I feel like I can do this
Beyond, the hands on tasks where we could work on a product made the presentation of content and the most enjoyable PD experiment I have experienced. Thank you!
Most definitely, not that I had any expectations, but if I did, they were absolutely exceeded by the kind, friendly, knowledgeable and passionate people who presented.
Yes it did. It have great strategies to implement PBL and how to assess
Yes...made me really enthusiatic about going back to drive PBL
Absolutely!! This has been, the most valuable Professional Development I have completed thus far. Everything we learned we then had time to apply the skills directly after learning. Thank you for demonstrating the PBL process over the last three days!
It has been fantastic. It was practical and the workshops helped to be able to see a model of how we could present the information to students.
Yes, vibrant and knowledgable, with plenty of actual teaching contexts which were practically applicable
The training did meet my expectations and gave me a lot of insight into how to develop my own projects. It was also great to work collaboratively with staff from my own and other schools.
The training gave me the tools and tips we will need to make this successful within our school and how we can have fun and still learn.
Yes and more so.
Yes, I came knowing very little and I'm leaving with a great deal more knowledge.
Yes! The examples and possibility of integration into already exisiting CEDP initiatives.
Definitely yes...reinforced current understanding and expanded upon it.
And more! I have participating in various professional learning to engage contemporary learners, project based learning and inquiry learning being a focus. I love how the presenters have been able to take us through the process in a very interactive and hands-on way and that we have walked away with our first project well under construction.
Yes it did because I have gained confidence is using PBL in my classroom and looking at other ways to use it in other key learning areas.
Yes I have a project ready to go
Training and support was fantastic.
Yes, I've walked away with lots of resources and extra knowledge.
YES!!!! - Fantastic, more than I ever expected
It validated the journey we have been on and the next steps for moving forward.
It exceeded my expectations! It was absolutely fantastic!
The training was fantastic! It definitely met my expectations.
The training went beyond my expectations. The presenters were passionate about PBL and that transferred over to us in our learning process. They broke down each step of creating an authentic PBL experience for our students clearly. We are now able to use these steps to not only create projects but also teach our fellow colleagues about PBL. This training has excited me to continue this way of teaching 🙂
Yes. Much better understanding of the how to grow and develop a project through PBL.
Yes it clarified and gave practical advice on PBL
Yes. It has provided great clarity and has triggered many ideas.
Loved it! The sessions were clear, concise, productive and the list could go on and on and on and on!!! I've attended PBL workshops in the past which have inspired and motivated me, but this course was exceptional. It was paced in a way that allowed us to learn, reflect, implement, reflect, refine and test out on our colleagues! Next comes the exciting part...to see how it affect and effects the learning in our classrooms.
Way beyond! It was thorough, I had time (as much as was possible) to consolidate my understanding.
Yes the activity we did prior to the 3 days was recorded with the staff and they have had these answered. However their emotional engagement increased.
Yes. As a Specialist Teacher for students with hearing / vision needs I knew very little about PBL and had many questions as to how it would meet their needs and what adjustments would need to be made.
Yes. Having gone through the actual process ourselves was very powerful. The trainers were skilled and knowledgeable, and worked with us and guided us in the new learning. Their energy transferred to the delivery of the professional learning.
even better - I thought I had the knowledge and tools to do PBL previously but now I know I do
Yes. It answered all questions, need to knows etc. The presenters knew their audience and modeled the processes and strategies that would be used in the classroom. The presenters were knowledgable, practical, were able to answer questions, were aware of our system context and had a great balance between presenting some information and then getting quickly to the planning and the 'doing'.
Over the last 3 days, what was a big "AH HA!" moment for you?
That PBL is achievable with careful planning and team work with those we with whom we work.
This is just a natural progression of our work on Ubd
How to create authentic tasks in the classroom and why they are so important
that you can scaffold the learning during PBL
Projects can be integrated successfully.
That it is not thinking about what I'm going to teach the content but that I'm going to create an environment where my students will learn the content!!
The why we do this... to prepare the students for the "Real World"
How to make this process fit into the primary classroom.
Finding a more appropriate way to concretely tie learning to the standards.
Critical friends is a great tool to use for formative assessment
It was the explanation around the workshops, this for me was when I could actually see how it would work with my students and in my learning space.
Workshops - that is how students learn and improve
Critical friends, the notion of relevancy and having the freedom to change assessment tasks.
That kids can work with a question first and then solve it by finding the knowledge! they dont need the knowledge then the problem - that isnt life!
The role of critical friends early in the process
Community as an audience
The way that the whole PBL is structured. There is more structure than I've seen from others and I like it.
Knowing about teacher guidance and input and feeling confident in knowing what my role is.
That PBL is not an extension of what we are doing its just refining our teaching to add purpose to learning via real motivating and engaging projects.
That we are already partly implementing PBL but need to incorprate student workshops and exciting entry events
I finally understood how it all worked together to produce the end product!
That PBL isn't that difficult to implement.
that I needed an entry event to hook my students interest
Day 3 - the Entry Event - the importance of the "hook" to engage students
- Creating the real world audiences for our projects to ensure they are truly authentic.
In the final session - it finally all came together after a lot of stressful misunderstanding
That it doesn't actually take much to create an engaging task to key is the driving question!
How to effectively map syllabus outcomes to tasks whilst remaining innovative and engaging
The activity that we did about the use of rubrics. The demonstration of having one group working with a rubric and one group working without one was very effective.
Entry Event and Driving Question how they engages and informs the PBL process. This process really resonates with my BIG PICTURE nature (true East). I just wanted to go big and bold!
It was right at the beginning - the car break down. Students need authenticity behind each task to make it engaging and experience effective learning.
So many 'Ah ha' moments…
Everything is possible
It is work that is similar to what we already do and now we just need to refine it.
Planning the project over the calendar and implementing the workshops - this demonstrated how PBL works in the classroom on a practical level.
How to create authentic driving questions How to create and use engaging entry events. The workshops and daily agenda can replace traditional lesson plans.
Some of the tips in project management can really make or break a project.
Rather than an "AH HA" moment it was a "Yes" moment - I can see how this really supports personalised learning for ALL students,
As a Specialist Teacher for students with hearing / vision impairment a big "AH HA' moment was the session on Project scaffolding and Workshops.
The strategic modeling of teaching demonstrated throughout the 3 days by all presenters is the way we need to approach our teaching daily. I will endeavor to follow this teaching pattern.
To keep referring back to the standards/curriculum outcomes at every point of the process, as well as the process of the Critical Friend Feedback (I have implemented peer feedback in my class, but I loved the simplicity and effectiveness of having just three feedback points - I like, I wonder and the next steps).
Consolidating, making connections and deeping understanding of PBL after seeing it as a whole and engaging in the planning process.
What will you take back to your school and place in your initiatives?
School focus on oral language.
Yes. Rubrics. 21st Century skills.
Critical Literacy plays a huge part in PBL as students will have to use critical thinking skills to gain insight into research, data, information gathered etc.
Building on and making connections to the Stage 3 Reading professional learning and Multiplicative Thinking project that promotes critical thinking, challenge and students to be self regulated and self directed learners.
Critical Literacy plays a huge part in PBL as students will have to use critical thinking skills to gain insight into research, data, information gathered etc.
The need to have high expectations of our students and to extend them. Being mindful of not just roaming the known. CHALLENGE - The zone of proximal development/zone of confusion/ just right choices.
My understanding of rubrics has developed substantially and how the learning intent and success criteria filter into this rubric and throughout the project.
Yes, Rubric writing! thinking from the middle (proficient) and outwards!
I can identify a connection between PBL and learning intentions and success criteria however more is needed on how to connect these two together.
- integration amongst the KLA's
- open-ended, rich learning for Ss
- collaborative team work
- student centred/directed learning
The whole collaborative approach to learning and the importance of providing the rubrics to students upfront and accessible to support them in their learning. To create rubrics that are easy to understand for students.
The linking of Learning Intentions and Success Criteria was made clearer throughout the day. Using these to inform the learning still continues with the rubric as the guide for the end product.
- The rubric with both content and 21st Century skills, connect with our Learning Intentions & Success Criteria.
- Daily ongoing tracking of student progression.
The connection between Success Criteria and the rubric is now clear.
Learning intent and success criteria would easily slot in the rubrics that we are designing.
Creation of a calendar to plot the progression of the PBL. Assessment Rubric and the creation of one that is valid to the skills being assessed.
Linking 21st C skills seamlessly into everyday teaching practice.
Student centered learning approaches, learning intentions and success criteria, critical literacy skills.
The rubric makes it very clear what the students need to do to be successful so using this along with 'need to knows' this connects well to our current Success Criteria.
Driving question connects well with our new syllabus documents which have inquiry questions.
the rubrics will be able to be linked to learning intentions and success criteria. Research and readings could be linked modelled, shared, independent reading in English.
Many of the ideas that we have discussed are relevant to our current teaching practices and encourage student collaboration. Kagan groupings and TRIBE agreements support the PBL style of learning. We also use rubrics to guide students throughout their investigation so they know how they are going and can self assess. Tutorials on student specific needs are also currently provided in different KLAs and connect to our current practice.
To incorporate the Learning Intention & Success Criteria into the rubric. The writing of rubrics.
Renew and adapt overview. The students will be developing and renewing the adapting their think as well as teachers renewing and adapting our own thinking and teaching strategies. We will be able to incorporate our learning intentions as well success criteria. Feedback and feedforward - students and teachers will be doing this through critical friends. Teachers will be developing our knowledge of technology and implementing these new ideas
Process around PBL, developing rubric and assessment, teaching and learning starting with an entry event to spark interest. The importance of need to know questions to guide workshops
The focus to implement 21st Century skills (and teach) to upskill students for the workforce. To include the learning intention and success criteria into the rubric Incorporating more technology into my teaching and learning activities.
Inquiry based, Integrating Key Learning Areas, 21st Century skills
Skills of 21st Century Learners, inquiry based learning, challenging our traditional learning frameworks.
Yes, I can see how it ties into the use of Learning Intentions and Success Criteria within the classroom. I can see how it still supports the student's learning through the use of workshops. The rubrics process was similar to how we currently work through creating rubrics. The use of warm ups is a current practice that we have within our lessons. Attending to the children's needs through the workshops.
Having participated in a previous S/3 PBL initiative in 2015 this workshop has allowed for deeper learning around the whole concept in PBL and its roll out in primary schools
I have previously attended a PBL professional development day and have attempted to implement this in my science, geography and history units already. I have been able to adapt some things that I have already done with the new learning from the past two days.
I also already use open-ended investigation tasks in mathematics. The learning from the past two days has linked with this mathematics initiative and has helped me to think about how to write good quality questions.
The opportunity to work in and across teams and schools to build teacher capacity around 21st century learning.
The professional learning over the last two days has been focussed upon the learner and the process of learning.
The focus on feedback throughout the process is in alignment with system direction. Collaboration amongst staff to contribute to effective contemporary learning is the direction of our school and system.
Ongoing formative assessment, minute-by-minute, day-by-day, to inform the next steps for teaching and learning; starting with a challenge and launching straight into the learning; not doing all the teaching first - students self-direct their learning; developing conceptual understanding; the importance of developing engaging learning experiences based on student interest; making links across different KLA's.
See the work ARIE recently did with the Parramatta Education Diocese in Australia.