Project Based Learning with Real World Experiences

As a Project Based Learning (PBL) coach, I help teachers design learning experiences with a project-first approach, as compared to traditional models that are standard/subject-first. The biggest obstacle I have encountered in my years of helping teachers is finding meaningful and purposeful projects. Therefore, I encourage teachers to consider “real-world” connections whenever possible. While that may be a vague term, I elaborate on the term by asking this follow-up question: “will I ever need this skill in the future?”. To me, that is what defines “real-world” learning. Students should feel that what they are learning has a purpose they will find helpful now or in the future that they can easily understand. 

There are generally two ways to provide real-world experiences. You can provide a genuine experience or a simulation of an experience. An example would be an internship or a project that delivers tangible results or learning artifacts. A simulation can be just as powerful, but students should always be aware of the elements and why they are being simulated. For example, a science teacher might want to teach about volcanoes but doesn’t have easy access to any volcanoes, so students learn through models, videos, and examples. 

Hydroponic Gardening Business (year-long project)

Plan

Starting with student strengths and core math content goals, The Harbour School Middle School Math teacher, Learning Extension Coordinator, and Foundry (maker space) teacher planned and organized the unit together. The group decided on an entrepreneurship focus that would provide application skills of algebra, geometry, and financial literacy content and a product development component that would use The Foundry and develop new skills in using tools.

Immerse

After a brainstorming session and an introduction to entrepreneurship lesson, students decided to co-create a business focusing on sustainability and gardening. For the project kick-off, students and teachers researched gardening in Hong Kong and discovered a local hydroponic growing company. Next, they organized a field trip to their facility to learn more about gardening, hydroponics, sustainability, and business practices. Through interviewing staff and interacting with the hydroponic system, students learned hands-on what it takes to garden with Hong Kong water and soil. They also learned best practices for organic gardening with hydroponic systems and about easy-to-grow plants for their business.

 

Teach and Reflect

Students developed a business plan and designed a schematic for a 6-tier hydroponic gardening system. With a solid business plan, the students were offered an investment from The Harbour School to acquire the materials and resources to start the business and build the hydroponic system. After students built the hydroponic gardening system, they tested through several iterations of growing different vegetables. They adjusted their business projections with each iteration, settling on a plan to maximize their profits. They also learned about business profit projections, investment interest rates, organic fertilizers, hydroponic substrates, and optimal growing conditions.

Delivery

Students settled on an online pop-up launch of their business, selling vegetables and herb packages to The Harbour School faculty and staff through a simple online ordering form. They marketed their packages with posters and word of mouth and ensured timely delivery to all customers. After selling out of stock, students earned enough money to repay production costs, purchase their next cycle of vegetables and herbs, and profit to pay themselves for their roles in the business. The students are planning their next business idea and looking for potential investors.

Outcome

The hydroponics gardening system will continue to operate at the school and serve as a community model for sustainable practices. The students that started the project will conduct a hand-off meeting with incoming students to explain how the system works and other transference of knowledge. The incoming students will be allowed to decide what to do with the system and how to proceed. One idea is to start a community gardening project for residents who live nearby without access to organic vegetables and produce.

Reflect

The Middle School Math teacher, the Learning Extension Coordinator, and the Foundry teacher mapped out how students met the learning objectives, wrote narratives for student portfolios, and documented the final details of the project for future use By using the Critical Friends protocol of criticizing the success of the project by stating “I like” and “I wonder” statements. This has demonstrated that a year-long project paid huge dividends for the students involved, which is sometimes difficult to adhere to. Students met their learning goals, earned real dollars, and are now interested in starting their businesses.

 

This example shows various ways to answer the question, “will I ever need this skill in the future?” If you are interested in learning more about Project Based Learning, here are some resources you can check out:

PBL Works

PBL Professional Development

My blog with several project examples

To learn more about this, tune into our upcoming webinar on the topic. If you are reading this article after the date of the webinar, no problem! All previously recorded webinars can be found here on our website. 

Building Teacher Community through Teachers-Meet-Businesses

Teachers everywhere are experiencing arguably the most difficult school year yet, with the advance of technology-driven solutions to a global pandemic that has forced millions of school to go fully or partially virtual in no time at all. Feeling over-worked and over-exhausted, many educators are seeking out communities to sustain them whether that is through social media platforms, finding teacher groups online, or even relying on shopping networks to help other teachers to clear their classroom shopping lists in a recent initiative to show their support for each other. Now, more than ever before, teachers are building and leaning on their communities.

At BSD Education, we are committed to providing teachers with opportunities to nurture their connections to other teachers through various initiatives but most recently through a new talk series called “Teachers Meet Businesses” launched early last year in Hong Kong.

The aim was to build a community that bridged the gap between educators and businesses in terms of preparing students for the workplace. As such, our quarterly events were directly aimed at breaking this disconnect by showing first-hand how technology is disrupting industries, as well as how educators can better prepare students for their future careers.

The event provides teachers with an opportunity to share projects and best practices with their peers and explore new ways of using technology in the classroom. For businesses, these events allow professionals to see how current digital skills are being integrated into the curriculum, thereby influencing their future workforce.

During a “Teachers Meet Businesses” event, attendees are given the chance to expand their networks, exchange ideas, and share experiences. For example, at our first event, we heard from Iain Williamson, Head of Media Literacy at South Island School in Hong Kong, about his experiences implementing coding and digital skills as a cross-curricular initiative, and how it has prepared his students for their future careers by creating professional projects for the Agence France Presse (AFP). It is an especially important course for today’s students because not only are they constantly utilizing digital skills, many are looking for a more in-depth learning experience.

We also heard from Fiona Yu, a subject matter expert in Machine Learning, Distributed Data, and Blockchain Trading, where she discussed the skills students will need when entering the workforce. Specifically, she focused on building skills in data and data visualization.

At subsequent events, we heard from Matthew Wong, Group Manager for Digital Leadership at Swire Coca-Cola, and Andrew Pidden, Managing Director, Head of Sustainable Investments at DWS Group as well as Ross Parker, Director of Technology, Pedagogy and Assessment at International College of Hong Kong and Stewart Ross, Design and Technology Teacher at West Island School in Hong Kong. Our educational speakers discussed how the approach to project-based learning needs to adapt to the growing priority of digital skillsets. Our corporate speakers explained how the advancements of technology have directly impacted the global markets, from circular economic investments to developing environmental technology, as brands become more socially conscious. 

One of the clear benefits to “Teachers Meet Businesses” events is being able to hear both sides of the conversation. It is integral to preparing our students for the real-world workforce because at the rate technology is developing across various industries, students will enter industries that are 100% reliant on technological literacy, whether that is in code, data, programming, or careers seemingly unrelated to technology. Educators will be in a better position to create curriculums that work for the students of today if they can see what is necessary for future careers.

Through this initiative, these areas of expertise are not only addressed but are fueled by an innovative approach to education technology. We are committed to building a solid community of teachers who are passionate about infusing technology into academic learning to make students future-ready. 

Given the unforeseen challenges, this year has presented, the “Teacher Meet Businesses” events have been put on hold but our commitment to building a strong community is ongoing. We look forward to when we can hold another event soon and encourage other schools and businesses to contact us about getting involved in our next event.

For more information please contact us at info@bsd.education.

Professional Development: 5 Tips for Tech Ed Educators

Did you know that 79% of teachers that use BSD have no experience with coding or teaching technology? So we design our professional development programs specifically for these teachers to get technology into the classroom.

Exposure to technology isn’t confined to tech or computer science class. Don’t get us wrong, though. We LOVE these types of courses! But they are new technologies. This way, it’s more similar to the real world, where technology entwines into every part of our daily life.

We also believe that every teacher can teach students the basics of technology and coding, at the very least. So how does it work in practice? Based on our experience, here are five key takeaways from designing a professional development program that works.

It is on-going

Rather than a one-off workshop, we work with schools to embed regular professional development in teachers’ schedules throughout the term.  Professional deev allows for spacing and creates opportunities for application, reflection, and improvement.

It is differentiated

Since 2013, we’ve worked with schools that range from private schools in Hong Kong to public schools in Philadelphia. We have a lot of experience working with teachers with different backgrounds, cultures, languages, and experiences.  We tailor our professional development to make it relevant in context while still emphasizing the borders’ core skills.

It uses innovative technologies

Just like students, teachers want an opportunity to use the latest technologies and tools. We always aim to introduce the latest technologies to inspire teachers, while we build up their technical skills.

It focuses on the big skills

We know that technology will change, so in our professional development coaching, we also focus on the overarching computational and design thinking approaches we want students to learn and the core coding skills.  This way, even as the underlying technology changes, the objectives and teaching techniques stay relevant. Our goal is for students to use an approach that includes inquiry, planning, teamwork, iteration, empathy, and design. We can figure out what technology is required to accomplish their goals within this context.

It builds a community of practice

We can’t teach everything in one (or even many) professional development sessions, so we actively build a community. We work with a small group of interested early adopters, focusing on training and nurturing them to develop their confidence. Professional development helps them become internal experts and champions that push each other to try new things. These teachers also act as informal mentors to new teachers that want to get involved.

We want classrooms to be forward-looking and exciting, so our teacher has to live up to the same bar. We are constantly pushing ourselves to do better and improve professional development at BSD.

Enrichment Programs: What and Why

Students could try new things, explore hobbies, and build skills outside of the classroom through enrichment programs. Activities can range from sports to cooking, from drawing to coding. All you need is a passionate teacher or an external instructor to run an activity that your students will like. Another option you can consider is to challenge your students and get them to run their own activities.

For example, we helped a student at Hong Kong’s South Island School launch an after-school code club. It’s been incredibly successful and he now has a waiting list!  

Enrichment programs are not just something that fills the time between school and home though. They have several advantages and allow students to pursue interests outside of the classroom or try something new. Some of the most valuable skills students can achieve are self-motivation, self-discipline, and self-awareness. Learning outside the classroom also gives students the opportunity to experiment and take risks with no implications.

They are neither graded or compared to classmates, so students can make mistakes and learn from them. This in turn will build students’ confidence as they learn new skills and immerse themselves in new experiences.

Although activities may take place outside the classroom, their benefits will follow your students into their studies. According to “After School Programs in the 21st Century: Their Potential and What It Takes to Achieve It” published by Harvard Family Research Project, many studies “repeatedly underscore the impact of supporting a range of positive learning outcomes, including academic achievement, by affording children and youth opportunities to learn and practice new skills through hands-on, experimental learning.”

These benefits are all true of our experience at BSD. We offer programs at our own space in Hong Kong and at a large number of schools in both Hong Kong and Philadelphia. As after-school programs are in a student’s own time, we know it’s important to provide an educational but also fun and sociable environment. We particularly focus on collaboration and teamwork as our programs often bring together students from a range of different backgrounds and age groups. As a result, we have found that students participating in enrichment activities not only build technical knowledge but also develop vital future skills such as working collaboratively with new people, problem-solving, and presentation skills. You can find out more about what we offer here.

Enrichment programs are a great way to encourage students to follow their passions, develop new interests, and build new skills. You should think about the activities you can offer and inspire your students to try something different.

Your Questions About Enrichment Programs: Answered

What are Technology “Enrichment” or “After School” Programs?

Technology focused after school enrichment programs are geared towards kids mastering the key skills and competencies of technology like computational thinking, design thinking, problem solving, and communication skills in an engaging, fun and team oriented environment. Absolutely no prior  experience needed!

What makes a great Enrichment Program?

Rather than a lesson in the school day, in after school or enrichment time, enrichment classes are in the students’ time. So while they are taking their first steps into the world of technology through e.g. computer programming and applying digital skills to be creative with technology, they need to really be immersed in experiencing first-hand the incredible world of possibilities that tech provides in a way that is fun and exciting.

How do you select a theme for Enrichment Programs and how long should they last?

The best themes for Enrichment Programs spark student’s imagination around the possibilities of Tech with contextually relevant applications in their everyday life.  While you should always be careful not to misrepresent the activities and outcomes in a program, there is no reason why real world themes can’t be fun and engaging for students and connect to their interests!  

Similarly, the duration of an after school program should balance the minimum time needed to create intended projects, with the constraints and potential unforeseen changes that sometimes come up during the course of the school year calendar.  We’ve found that after school programs should run between 1 to a maximum of 2 hours per session and need a minimum of 5 hours in total for students to have an ideal experience and really create something they can take away and be proud of.

When scheduling, it is important to be mindful of potential conflicts in the school calendar that can disrupt and/or impact students experience negatively.  An example of this is winter break over the calendar new year which while a relatively short, is still long enough of a break that it can derail student’s progress and learning in a weekly program.  For situations like this we instead try to schedule a program to wrap up prior to the winter break (even if it means shortening a program) and then start a new session in mid-January when students have already gotten back into the swing of school.

There is all sorts of technology out there, how do you balance between the latest thing but providing something that is accessible?

Tech themed after school programs should always prioritize equity and access over the latest thing. The latest craze is also often expensive to deliver and becomes obsolete very quickly. While media coverage may portray new Tech breakthroughs as life altering, the reality is often that ‘the latest things’ typically take years at best to deliver an educative experience for k-12 students.

An example of this paradox are 3D Printers, which despite coming onto the market more than 10 years ago are still rarely utilized in school settings because there is no coherent curriculum for them and it’s hard to see how their value can maintained on a long term basis.

Finally, we find the best balance is also to incorporate tools as the focal point of learning that are also free of affordable to buy at home, as these allow students the opportunity to continue learning and creating on their own should they wish.

What type of people make the best teachers for Enrichment Programs?

Contrary to popular belief, the most important aspect for technology enrichment program instructors is not a strong background in CS or Technology. Instead, we have consistently found that experience and confidence  teaching, coupled with an open mind for learning new ideas are the two most important traits when looking for a tech program instructor.  Regardless of a candidate’s age or background, it is much easier to train someone how to teach Tech curricula than it is in how to effectively manage a classroom, build inspiring relationships with students and empower them to strive towards their full potential.   

What about parents? What is the best way to keep them informed and help them understand or be excited about what is being created?

While students are not the primary target audience for the content taught in after school programs it is Important to always make sure parents or guardians are kept in the loop throughout.  

BSD keeps parents updated with a series of email updates prior, mid-way and at the conclusion of programs that provide information about instructors, project themes and instructions on how they can see their child’s work, as well as how their child can share his or her work with them.

Finally parents are always invited to attend the second half of the final class to see what their child has been creating in the end of course demo.