If you missed Part 1, you can read it here.
We now discuss the Analysis step of using a #PBL process for professional development.
Ideally, the professional develop group of learners includes participants from both the teaching and administrative staff, in order to develop a cohesive understanding of PBL concepts, and to jointly create solutions.
We begin by using improv games to break the ice and start team building. To further create a positive environment, we develop group norms to guide our interactions. One of my personal favorites is “assume positive intent.”
We then examine the survey results, and ask the participants to identify the highest priority items. The number of topics selected from the list is dependent on the number of participants, with one topic per each 3-4 people. The participants then group themselves into 3-4 person teams based on their highest level of interest.
Each team then identifies the desired outcomes. What do we want the solution to the problem/question/situation to look like? Why? During this step, we do not consider the “how,”; that comes later.
And finally, in teams and as a whole group, we discuss the requirements for successful team collaboration. What logistical and strategic components must be in place for the teams to thrive? This is a critical element of overall success!
These analysis activities provide teachers with practice in two of the Framework for High Quality Project Based Learning principles: authenticity, collaboration.
Analysis provides practice in two of the HQPBL principles: authenticity, collaboration
Next up – Design step!