As I move forward with my Join the Club innovation plan, the first step will be to involve the 4-H Club leaders in the PBL design process. They will experience project-based learning firsthand as they become familiar with the COVA framework in a blended learning environment. As I point out in my Blog Post: "All Hands-On Activities Are Not Created Equal", it is just as important to give teachers authentic learning experiences as students. Using the STEAM/Robotics Club as a model and by providing as needed follow up and support, the 4-H Clubs will work to integrate PBL in the 2021-2022 academic year.
My Big, Hairy, Audacious Goal is to move the 4-H program outside the campus walls to increase community involvement through project-based learning. Using Fink's Taxonomy, I was able to determine the focus of the professional learning that would most efficiently and effectively prepare the club leaders for this challenge.
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Understanding by Design, like Fink's Taxonomy, is a backward design strategy. Because UbD allows for greater detail and specificity, I took the Application section of the 3-column table and expanded it into a complete lesson plan. This helps to mindfully plan learning experiences that are relevant and tailored to my learners.
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Self-Directed Learning
As part of a PBL environment, my learners will be given ample time to investigate and develop their own knowledge base for project-based learning. Since we are all embarking on this journey together, they will be surrounded by caring and supportive staff. By having weekly follow up sessions and being available for informal check-ins, I can ensure that learners are taking on the responsibility of gaining a deeper understanding of the PBL framework. |
Modeling & Collaboration
Throughout the professional learning, it will be imperative to immerse the learners in a project-based environment so they can witness firsthand the powerful impact it will have on students. In addition, 4-H staff will come facilitate smaller projects throughout the school year, help with community partnerships, and work with our campus club leaders to design authentic long-term projects for our clubs. Classroom teachers and club leaders will work together to determine learning goals so that the projects reinforce what is being taught in the classroom. |