Tag Archives: REAL projects

R.E.A.L. Projects – Critique, assessment and tuning

This post is part of an ongoing series written by our PBL Lead Laura Jackson, about how we are implementing R.E.A.L. Projects in school.

As I said when I ended my previous post, I feel very excited when I see the staff project folders with exciting projects in them. There is a summary of all of these at the end of this post and I’m sure you’ll agree that these projects will give our students an exciting variety of different learning experiences during our projects week. I think it’s important to detail how we got to this place in such a short space of time.

Back in February, all staff spent time with our PBL coach, Cara, planting “seeds of passion”- to try to find a way to ignite little sparks of exciting energy to then develop and create into Rigorous, Engaging, Authentic Learning experiences.

These words are vital but how can we apply rigour? How can we ensure projects are engaging? How can authenticity be validated? All of these need to be encapsulated within a learning experience. What do they actually mean? How do we do it?

The Innovation Unit says:

REAL projects

 

 

We also had to decide how to assess each project and also projects had to be “tuned” to make sure they had been given critique, and that and questions the project leader or the critique group may have had about the project were acknowledged and addressed if needed.

Project Tuning

One of the most important parts of project work is the giving and receiving of critique. This happens at all stages of the project but the earliest stage would be at the “tuning” stage. This was also possibly the most challenging part to co-ordinate from my point of view as each project needed to be tuned but also as part of a group, who would be the critique providers. 

critique play doh

My critiqued creation from our session with Cara

In preparation for this, Curriculum Leaders took part in a Critique and Tuning workshop with Cara to allow them to take this process into their Project groups. I then led a critique workshop for the rest of the staff which ensured we all felt it. If you have an emotional connection with something then you feel more passionate about it and believe in it more. If people start changing things, adding bits, taking bits away then it changes YOUR work and YOUR emotional connection with the work.

It was important to me that all staff took part in this session and it was also a light-hearted way to introduce critique to staff, but with a serious message. If critique is given in the wrong way to anyone- staff creating, developing or delivering the project or students who are completing the project, then this would not be useful to anyone and would have a detrimental effect on the person receiving the critique. As adults, we are very protective of our own ideas and values and if they are questioned in the wrong way then it becomes a negative experience and this should not be the case. This is also true of our students we work with day-to-day.  This task made me think about how we self and peer critique in lessons and I intend to use the same session with students towards the end of the academic year, time willing.

power of protocols

Working with Cara has also introduced me to a fantastic book- The Power of Protocols which is extremely useful in terms of gaining the maximum usage out of a set amount of time.  This way of working was also used in a session I attended at School 21 in February when we were discussing enabling conditions for projects in schools. Although I first thought using protocols seemed very regimented, I quickly realised that having set times for different parts of discussion, meeting and critique work is actually extremely useful and stops a lot of time being wasted just chatting or wandering off topic.

To tune projects, there is a need to be very specific and concise to articulate the project to others. In the protocol there are also “norms”

  • Hard on the content, soft on the people,
  • Share the air (or “step up, step back”)
  • Be kind, specific and helpful

This allows all the conversation and discussion taking place to be focused solely on the project and the content.

Within the tuning protocol, there are also different roles :

  • Facilitator -Begins the session by reading through the protocol. During the protocol, the facilitator is responsible for keeping the discussion on point and reminding participants to adhere to the norms.
  • Timekeeper– Keeps time for each section and lets the facilitator know when time is up.
  • Presenter – Shares his/her work with the group.
  • Critical Friends – Includes all people present except for the presenter.

During the tuning process, the presenter gets time to present their project idea and the area or aspect they would like critique on. The critical friends then ask clarifying questions to gain a deeper understanding of any aspect of the project or specific area. The critical friends then discuss the project with the presenter taking notes on their discussion without being involved and then they respond to this discussion at the end. The response could take the form of addressing some of the issues discussed by others, drawing conclusions from what has been said or discussed or simply acknowledging the points made by others.  The facilitator introduces each part of the protocol and the timekeeper ensures the protocol timings are adhered to. Timings may differ depending on time constraints- we tuned projects in 15 minute blocks (2 mins- 3 mins- 8 mins- 2 mins) but clearly timings and therefore the timings within each part of the protocol can be changed as needed.

Project Assessment

As well as tuning our projects, we also needed to decide on how our projects would be assessed.

“Academic rigour- head, hand and heart” was my message from the School 21 retreat. Within our discussions in school also, the learning that would take place during the week needed to be meaningful, exciting and also rigorous. The word rigour again:

Rigour

The Innovation Unit use Buck Institute for Education’s “21st Century Skills” framework to assess PBL work. The Buck Institute website contains a myriad of resources, ideas and information about PBL from all over the world and contains some fascinating work and reading. Their twitter account is definitely worth a follow.

We focused on:

ICT Literacy

  • how to find information
  • how to use equipment

Cognitive Skills

  • Critical Thinking
  • Creative Thinking

Metacognitive Skills

  • Self- management
  • Reflection

Personal Characteristics

  • Risk Taking
  • Accountability

Interpersonal Skills

  • Communication
  • Collaboration

As Curriculum Leaders, we discussed our projects with one another and looked for assessment opportunities within these discussions. Once we had these then we put them into the categories above, to allow us to see where the most likely assessment opportunities lay in our range of projects.

From this we then decided on three assessment strands which would be able to be assessed in any project taking place. We also added a learning target to each one to show what would need to be achieved in each assessment strand.

Communication – I can communicate my learning to others in an appropriate way.

Gathering Information – I can source, locate and investigate appropriate information using ICT.

Cognitive Skills – I can reflect and adapt to overcome challenges in my learning.

After further discussion with Cara on a different day, we also decided that to assess all three in one week would be very difficult, especially because critique could lead to multiple drafts. It could also potentially dilute the quality of assessment and critique in the project. Only one strand will be assessed in each project and this is to be decided by the project delivery staff on each project.  This is another benefit of using Cara’s expertise as she works in this field and has experience in this area- I, and we, are still developing our skills all the time and this small tweak means that time will be used effectively and assessment will still be rigorous which is what we require.

From this, short term learning targets have been created within the project plans to individualise the learning target for the projects.

Finally, I would also like to share the variety of projects staff have created and the essential questions driving the projects.

Project Title Essential Questions
Would you feed your hungry neighbour?
  • 1 in 5 UK mums regularly skip meals to be able to afford to feed their children – is this fair?
  • If your neighbour was hungry would you help them?
  • Almost 1 million people living in the UK needed emergency food supplies from 2013-14, how can we help?
Zombie Apocalypse
  • Are you a survivor?
  • How would society cope with the breakdown of civilisation?
  • Would you fight or flight?
Flotsam and Jetsam
  • How can we rethink our current use of material ?
  • What materials can be Salvaged/re-used ?
  • Can another use for a waste material or product be found?
  • How can we create a more sustainable lifestyle ?
Orienteering in the local community
  • What is orienteering?
  • Why is orienteering a sport that anyone can do?
  • How can we get our local community involved in orienteering?
Mood Music
  • Can music change your mood?
  • Do we respond differently to different kinds of musical stimulus?
  • Can music help us to relax/prepare for work/get us angry?
Travel Tracks
  • If you could go anywhere in the world, where would you go?
Maths Movie Making (M3)
  • What’s the problem with maths?
  • Can I make maths interesting for all students?”
Afternoon Tea
  • Can we prepare and deliver an event for the local community?
Community
  • Who were the Durham miners?
  • What can we learn about community from the Durham miners?
  • How has coal shaped our community?
Set, Props and Costume
  • How can the set, costumes and props enhance the performance of Grease?
Does Fashion have a price?
  • What is the true price of fashion?
When in Rome…
  • How have the Romans left their mark on the North East?
  • How did the Romans on Hadrian’s Wall live?
  • How did the famous gladiators fight for survival in the arena?
  • What can we learn from the Romans?
Vikings
  • Vikings: Bloodthirsty raiders or cultured traders?
Durham Cathedral through your own eyes
  • What are the secrets of Durham Cathedral?
Kidz for Kidz
  • What kind of books do 5-6 year olds like to read?
  • How can we make reading enjoyable for young children?
  • How can we encourage and inspire young children to become more independent readers?
Films
  • Do films dictate our morals today?
Rock Climbing
  • Could I climb Mount Everest?
Seaham
  • Will we be able to visit Seaham beach in 50 years time?
Science: Great Beauty or Horrifying Monster?
  • Do you consider Science beautiful or does it disgust you?
21st Century Britain
  • What is British?
Trashion
  • Could you make clothes out of the things you throw away?

I intend to create a daily diary blog during our Projects Week – 29th June 2015 to document the week as it happens.

 

Advertisements

Building an Excellence & Growth Culture

I was delighted when Shaun Allison asked me to write a case study about our work in school to be included in a new book he is writing with Andy Tharby. Shaun’s Class Teaching blog was the original inspiration for the Belmont Teach blog and Andy’s thoughtful and insightful blog posts have been must-reads since we both started blogging around the same time over a year ago. Our similar philosophies led to Shaun, myself and a few other edu-bloggers setting up the Excellence and Growth Schools’ Network last year as well as sharing ideas on a range of concepts – most significantly perhaps around curriculum design and assessment. Since meeting at the Growing Mindsets convention last year, Shaun and I are like old pals now and can be relied on to clog up each other’s timelines with recipes, pictures of single malt and the lyrics of indie bands circa 1989! Here’s my contribution to the book, although the final edit could look a lot different once Andy has put it under an English teacher’s microscope……………………….

Key influences

Much of our recent work in school has been strongly influenced by Chief Program Officer for Expeditionary Learning, Ron Berger’s publications “An Ethic of Excellence” and “Leaders of Their Own Learning” as well as Professor of Psychology at Stanford University, Dr Carol S Dweck’s books “Self Theories” and “Mindset”. Untitled drawing (1) All of our staff – teaching staff, support staff and governors – have been given wide access and exposure to this work in school. We have multiple copies of these books in our Teaching and Learning Library, which top our loan statistics by some margin. All of our Learning Hub Leaders have a personal copy, as well as those who had elected to read them in their Edu-Book Club as part of their Personal Professional Development programme. This is supported by a compendium of blogs and videos we have compiled and continue to update on excellence and mindset.

Learning Hubs

To further ensure we develop an Ethic of Excellence and Growth Mindset amongst our learning community, all members of our teaching staff work in a choice of one of five Learning Hubs as part of their Personal Professional Development programme.

Learning Hubs logo 2014

Our Learning Hubs operate along the lines of Dylan Wiliam’s “TLCs: Teacher Learning Communities” model, with each hub, comprising approximately 8-12 staff meeting for 2 hours once every Half Term, with the following aims: Challenge

  • To embed a culture of ‘growth mindset’ across our learning community in order to raise aspirations and expectations of what students can achieve.
  • To ensure high levels of challenge for all students in every lesson, every day.

e-Learning

  • To use e-Learning to embed a culture of ‘growth mindset’ by empowering students, staff and parents to become engaged, confident, independent, resilient, information-literate users of e-Learning.
  • To develop personalised e-Learning resources for staff (teaching/pedagogy), students (learning) and parents (to support learning process as active participants).

Feedback and Critique

  • To consider the nature, timing and engagement of our students with feedback and critique.
  • To develop feedback and critique systems that ensure increased clarity, effort and aspiration amongst our students, supporting a culture of ‘growth mindset’.

Literacy

  • To consider how the language of subject specialisms can be explicitly taught by all teachers and supported by parents through a range of strategies.
  • To develop students’ chances of academic success by insisting that academic language is used in the classroom, and at home when talking to parents about school work.

Questioning

  • To develop deep and probing questioning for teaching/memory that elicits students to think hard supporting a culture of ‘growth mindset’ and questioning for assessment that informs teaching, e.g. hinge questions, multiple choice quizzing etc.

Mindset across the curriculum

Our Mindset work forms not only part of our pastoral programme, but is also supported by subject areas in lessons around five key themes:

  • Motivation & Inspiration
  • Aspiration
  • Resilience
  • Self esteem
  • Mindset

All students complete a learning journal during tutor time as part of this work.

A golden opportunity

The abolition of levels at Key Stage 3 provided us with an ideal opportunity to create not just a new assessment system, but an entire curriculum based on the principles of Excellence and Growth. Central to this was the idea that everyone is capable of excellence. gold The curriculum we have created is a curriculum we value. A curriculum designed to focus on fewer things in greater depth, rather than being “inch deep and mile wide”. To achieve this we have invested in regular blocks of time for our staff so that they can work together in teams to design subject specific curriculum and assessment.

Key components

Each subject started by establishing their organising concepts, or “big ideas”, which required a review of the entire National Curriculum from Key Stages 1 to 4. Knowing the prior learning of our students enabled us to accelerate from it and ensure high challenge from the outset. It also allowed us to introduce GCSE knowledge and skills in year 7 and go “beyond” the typical confines for the year or Key Stage. We’ve also been very careful to pay attention to what cognitive science tells us about learning and memory, embracing the work of UCLA Psychologist Professor Robert Bjork. As a consequence organising concepts are spaced and interleaved in order to try and build greater storage and retrieval strength. In doing this, we hope to be able to challenge our students further, by increasing their knowledge base and recall to free up working memory to allow them to think hard about, and assimilate new information. Assessment is then focused on mastery of fundamental concepts, ideas, knowledge and skills by designing rubrics containing learning targets for each unit ranging from “establishing” at a basic understanding through to the highest thresholds of “excellence” and “beyond”. As part of our commitment to excellence and growth, we believe that futures aren’t fixed and that all students have the potential for excellence and can improve by:

  • working hard and putting in their very best effort
  • acting on feedback from their teachers
  • becoming leaders of their own learning

As part of this commitment, all students are given access and the opportunity to demonstrate their learning right up to the “beyond” threshold. As well as specifying information about lesson resources, homework and assessment opportunities, each unit also contains a link to previous interleaved sequences, as well as deep and probing questions, which are designed in advance to encourage students to think hard about new information. As Professor of Psychology Daniel Willingham says: “memory is the residue of thought” or as Durham University Professor Robert Coe puts it: “learning happens when people have to think hard.”

Assessment, Recording and Reporting

In a similar fashion, our Assessment, Recording and Reporting of student progress has been revised to incorporate our philosophy of excellence and growth. MidYIS testing on entry is used to identify any potential that may have been missed previously. Progress is reported relative to starting points in simple terms as “excellent”, “good” or “not yet” – incorporating the language of growth. The bar is set high, so that meeting your baseline threshold represents good progress from the starting point in each unit. In a similar way, our revised descriptors for effort encourage excellence and growth. For effort to be classed as excellent, for example, a student must:

  • Consistently strive for excellence
  • Take ownership of their own learning
  • Be highly organised and self disciplined
  • Show initiative and responsibility
  • Show real determination in pursuit of goals
  • Demonstrate resilience when things get hard
  • Continuously seek, reflect and act on all feedback
  • Actively participate and contribute for the benefit of all

This year, in our efforts to help our students become leaders of their own learning, we have replaced our traditional annual report with a series of student led conferences in each subject area, which give students an opportunity to share their work and talk about their progress with parents and teachers by reflecting on and articulating what they have learned.

R.E.A.L. projects and realsmart

Recently, we’ve been working with realsmart to try to support this process even further by giving our students the opportunity to submit evidence of meeting learning targets to their cloud based learning portfolios. Any evidence submitted can then be used as a starting point to discuss progress at their student led conferences. We’ve also started working with Cara Littlefield, a Project Based Learning coach from High Tech High in San Diego through the Innovation Unit to develop R.E.A.L. Projects whose three key principles support our philosophy of excellence and growth, i.e:

  1. All students are capable of excellence regardless of prior attainment, needs or background
  2. Student work should matter
  3. Schools and classrooms are communities of learners

Through this work our staff and students are being trained to build a culture of peer feedback, critique and multiple drafting through the use of models of excellence. These skills are further developed during our whole school Project Week in the Summer Term, which involves public exhibition of high quality student work. Our Ethic of Excellence gallery, which sits in the heart of our school also complements this by displaying beautiful student work nominated by individual subjects. IMG_0031 IMG_0033 IMG_0034