To some extent there is a sequence to the order we plan projects
· What are the essential driving questions we want to cover?
· Will these driving questions cover the identified concepts we want to cover?
· What are the key concepts for the year we want to cover? Literacy and Numeracy first, followed by other subjects
· What additional driving questions do we need to ensure we cover all the concepts? Or do we need to tweak those we have?
· What habits of learning will we focus on in each project?
· What are the assessment opportunities?
· What resources?
· How can we differentiate these?
How we brief staff
- The more staff are involved in the planning the better. At present staff don’t have enough ownership of the projects which are too complex to assume you can walk in and “wing it”.
- Staff need to be clear on milestones and products. It is the Tutors responsibility to follow up any student who does not achieve the milestone.
- The driving question should be explored by all staff taking part in delivering the project
How we brief students
- At the beginning of a project, students should be given the opportunity to explore the driving question. Mind maps are the ideal way to do this. When ideas for the direction of the project are given by students, the skilled facilitator will be able to guide (manipulate dare I say) the students towards the desired direction.
- Milestones and Products should be given out (or developed collectively, depending on graduation stage
- Teams formed
- Students should be given the opportunity to plan their projects (depending on graduation stage)
My wife is currently making jellies for party tomorrow