Project Based course: Secondary
Student Centred Design
Students work on individualised programme
Responsibility back on the students
Focus on learning: Assessment only when it benefits the student (Formative Assessment)
Spreads the workload for both teacher and students
Projects
more than one teacher can be involved
Students are the central point of focus
assessment through observations and conversations
Based on current focus/interests
Covers a range of technical skills
Raises students engagement
Example: Film and edit video,
Students think about their own projects as a starting point
Technology Examples: projects.zype.co.nz. Gives students a starting point to start thinking about what they want to do
Term One: Defines the project: A lot of time spent of refinement, they may not know the skills they need.
Technical Skills
Because of the variety of projects you can not stand and talk at the front
in time learning,
Students need to know the skills they may need to work with on their projects
Students sign up to a list of workshops
Pair work
students can teach each other skills
eg: if students are wanting to design a website they need a workshop on website design
Develop a brief to send to students pre course
Students are expected to go away and use what they learn in the workshop afterwards
Technical Skills support the project
Assessments
EVIDENCE CHECKLISTS
Only the evidence provided is assessed
Can be formative or summative
No tests (ongoing assessment of applied skill and knowledge)
DoctoPus: Making shared folders in google Drive
Looks very similar to our appraisal
Keep a big holistic picture
Audio recording for evidence
Videos of students for evidence
What the students write is what they are assessed on
Don't all submit at once
Resources
Google Classroom
Online submisson of evidence
Project Seed Site
schoology
through google doc
Shared Folder
If they don't have things in their shared drive in does not exist