DT Course
 

Professional learning objectives and standards

2.2.2  Organise content into coherent, well-sequenced learning and teaching programs

Designs programs which display logical sequencing of activities; includes opportunities for students to practise skills and adheres to the timelines and sequence of the program.

2.3.2  Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.

Teaching and learning programs and/or lesson plans using appropriate knowledge of curriculum, assessment and reporting requirements

3.2.2  Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.

Ensures lesson plans are not only content based but incorporate practical activities and skills practice

3.3.2  Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.

Responds to interests of students.

Promotes student-centred learning and problem solving.

Encourages critical and creative thinking by engaging students in higher order thinking and risk taking within their learning.

Uses teaching strategies that challenge students to select appropriate thinking strategies for their learning.

Promotes critical and creative thinking through inquiry learning, problem based learning and relevant projects

6.2.2  Participate in learning to update knowledge and best practice targeted to professional needs and school priorities.

Evidence of participation in professional learning activities to update knowledge and practice

Course outline

MODULE 1

  • What is “Future-Focused P.B.L.”?

  • What is “Design Thinking”?

  • Exemplar – PBL/Design Thinking in action

  • Is “Project-Based Learning” in the curriculum?

  • Origins of Design Thinking and PBL

  • Effectiveness of PBL in schools - ‘utopia’ vs ‘dystopia’

  • So what works? (PBL pedagogy: what the research says)

  • Clarifying current curriculum requirements

  • Indicative hours (how much PBL is enough?)

    • Design Thinking scope and sequence

    • Design Thinking learning continuum

  • How to create a whole school PBL scope and sequence

  • How to identify a real-world problem and write a problem statement

  • How to write a driving question

MODULE 2

  • The macro phases of PBL and Design Thinking process and STEM projects

  • Scaffolding the teaching

  • Scaffolding the learning

  • How to convert an inquiry unit into a PBL/Design Thinking unit

  • How to write a PBL/Design Thinking unit from scratch

  • Assessment options

  • How to get the free Minds Wide Open PBL/Design Thinking resources