Gary S. Stager, Ph.D. and his team of expert educators travel the world to\u00a0create immersive, high-quality professional development experiences for schools interested in effective 21st century project-based learning (PBL) and learning by doing. Whether your school (or school system) is new to PBL, the tools and technologies of the global Maker Movement, or looking to sustain existing programs, we can design flexible professional learning opportunities to meet your needs, PK-12.<\/p>\n
Our work is based on extensive practice assisting educators on six continents, in a wide variety of grade levels, subject areas and settings. Dr. Stager has particular experience working with extremely gifted and severely at-risk learners, plus expertise in S.T.E.M. and the arts. The Victorian State of Victoria recently offered a highly successful three-day PBL 360 workshop for members of their “New Pedagogies Project.”<\/p>\n
PBL 360 captures the spirit of the annual Constructing Modern Knowledge<\/a>\u00a0summer institute in a local setting.<\/p>\n Options<\/b><\/p>\n Professional growth is ongoing, therefore professional development workshops need to be viewed as part of a continuum, not an inoculation. The PBL professional development workshops described below not only reflect educator’s specific needs, but are available in one, two or three-day events, supplemented by keynotes or community meetings, and may be followed-up with ongoing mentoring, consulting or online learning. Three days is recommended for greatest effect and capacity building.<\/p>\n While learning is interdisciplinary and not limited to age, we can tailor PD activities to emphasize specific subjects or grade levels.<\/p>\n These experiences embrace an expanding focus from learner, teacher, to transformational leader with a micro to systemic perspective. Video-based case studies, hands-on activities and brainstorming are all part of these highly interactive workshops.<\/p>\n Guiding principles<\/b><\/p>\n Effective project-based learning requires more than the occasional classroom project, no matter how engaging such occasional activities might be. PBL 360 <\/b>helps educators understand the powerful ideas behind project-based learning so they can implement PBL and transform the learning environment using digital technology and modern learning theory. PBL 360<\/strong> helps teachers build a powerful, personal set of lenses and an ability to see “360 degrees” – meaning in every direction –\u00a0with which to build new classroom practices.<\/p>\n Teachers, administrators and even parents should consider participation.<\/p>\n Piaget teaches us that knowledge is a consequence of experience. Therefore, any understanding of project-based learning or ability to implement it effectively must be grounded in personal experience. It is for this reason that all professional development pathways begin with an Invent to Learn<\/i> <\/b>workshop. Subsequent workshop days will build upon personal reflections and lessons learned from the Invent to Learn <\/i><\/b>experience. Flexibility and sensitivity to the specific needs of participants is paramount.<\/p>\n Join colleagues for a day of hard fun and problem solving \u2014\u00a0where computing meets tinkering and design. The workshop begins with the case for project-based learning, making, tinkering, and engineering. Next, we will discuss strategies for effective prompt-setting. You will view examples of children engaged in complex problem solving with new game-changing technologies and identify lessons for your own classroom practice. Powerful ideas from the Reggio Emilia Approach, breakthroughs in science education, and the global maker movement combine to create rich learning experiences.<\/p>\n \u201cIn the future, science assessments will not assess students\u2019 understanding of core ideas separately from their abilities to use the practices of science and engineering. They will be assessed together, showing that students not only \u201cknow\u201d science concepts; but also that they can use their understanding to investigate the natural world through the practices of science inquiry, or solve meaningful problems through the practices of engineering design.\u201d Next Generation Science Standards (2013)<\/i><\/p><\/blockquote>\n Participants will have the chance to tinker with a range of exciting new low- and high-tech construction materials that can really amplify the potential of your students. The day culminates in the planning of a classroom project based on the TMI (Think-Make-Improve) design model.<\/p>\n Fabrication with cardboard and found materials, squishy electronic circuits, wearable computing, Arduino, robotics, conductive paint, and computer programming are all on the menu.<\/p>\n This workshop is suitable for all grades and subject areas.<\/p>\n Day two begins with a period of reflection about the Invent to Learn<\/i><\/b> workshop the day before, focusing on teaching and project-based learning topics, including:<\/p>\n Project-based learning<\/i><\/b><\/p>\n Thematic curricula<\/i><\/b><\/p>\n Design technology and children\u2019s engineering<\/i><\/b><\/p>\n Teacher roles in a modern classroom<\/i><\/b><\/p>\n Classroom design to support PBL and hands-on learning<\/i><\/b><\/p>\n Tools, technology, materials<\/i><\/b><\/p>\n PBL 360 <\/b>models teaching practices that put teachers at the center of their own learning, just like we want for students. This in turn empowers teachers to continue to work through the logistics of changing classroom practice as they develop ongoing fluency in tools, technologies, and pedagogy. Teachers who learn what modern learning \u201cfeels\u201d like are better able to translate this into everyday practice, supported by ongoing professional development and sound policy.<\/p>\n The third day focuses on the details and specifics of implementing and sustaining PBL in individual classrooms and collaboratively with colleagues. Participants will lead with:<\/p>\n Program Planning<\/i><\/b><\/p>\n Classroom Planning<\/i><\/b><\/p>\n Identifying Change<\/i><\/b><\/p>\n Advocacy<\/strong><\/em><\/p>\n Modern learning embraces a vision of students becoming part of a solution-oriented future where their talents, skills, and passions are rewarded. The changes in curriculum must therefore be matched with a change in pedagogy that supports these overarching goals. Teachers need to understand design thinking, for example, not just as a checklist, but as a new way to shape the learning environment. It is no longer acceptable to simply teach students to use digital tools that make work flow more efficient, nor will it be possible to segregate \u201cmaking\u201d and \u201cdoing\u201d into vocational, non-college preparatory classes.<\/p>\n PBL 360 <\/b>will help teachers create learning environments that meet these goals with professional development that is innovative, supportive, and sustainable.<\/p>\n Although constructive technology evolves continuously, the following is the range of hardware and software that can\u00a0be combined with traditional craft materials and recycled items supplied by the client. The specialized materials will be furnished by Constructing Modern Knowledge, LLC. Specific items may vary.<\/p>\n\n
PBL 360<\/b><\/h2>\n
Reinventing ourselves<\/b><\/h3>\n
Day One – Learning Learning<\/b><\/h3>\n
Day Two – Teaching<\/b><\/h3>\n
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<\/b>Day Three – Transformation<\/b><\/h3>\n
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Constructive Technology\u00a0<\/b>Workshop Materials<\/h3>\n