“The greatest impact on learning is the daily lived
experiences of students in classrooms, and that is determined much more by how
teachers teach than by what they teach.”
(Wiliam, Embedded Formative Assessment, 2002)
Being a part of the
Science faculty at Parramatta Marist where a collaborative approach to interdisciplinary learning is the centre
of the everyday life of the school, a constant focus to review and rebuild
projects has always been paramount. Staff and students regularly work on
rigorous PBL projects creating a PBL
culture in the school. Utilising the expertise of teachers in the school,
effective practices are shared through UnConferences, collegial discussions,
Professional Learning Teams and ‘Pedagogy in Practice’, a collaborative
approach of schools in the Westmead Education Precinct connecting and sharing
ideas on current practices. Parramatta Marist has embarked on an Interdisciplinary approach in the PBL classroom since 2015, wherein methodology and language from more than one
discipline is integrated in a PBL project to examine a theme, issue or solution
to a problem. The Science projects integrated with Physical Education/Technological
and Applied Studies (TAS)/ IST have a real world context where students engage
in the teaching and learning working through rigorous Formative and Summative
Tasks. Concept Maps, Concept Cartoons, Digital Story, Reflection Journals,
Experimental Design using Design process, creating prototypes of end products
and using IPad apps to present information are some examples of Formative
Assessments. Students play the role of
scientists, developers, advisors, or website designers to create products that
simulate the real world. eg.The Nature Vs. Nurture debate, a Summative task for
Year10 students allows students to express their arguments on the topic: “A
person’s development is predisposed in his DNA”. Other examples
include: ‘creating a sustainable school garden design’ integrated with TAS,
Designing a Smart Home (Science & IST), Information Brochure on Impact of Chemical
substances in Drugs (Science & PE), Development proposal for a Sustainable
Community, to name a few. The STEM education approach integrates and analyses
interdisciplinary connections within the Science, technology, engineering and
Maths to develop solutions to challenges and real world problems. Public exhibition of student work/
presentation ensures projects are authentic and nurturing the 4C’s – Communication, Collaboration, Critical thinking and Creativity.
“The greatest effects on student LEARNing occur when the
TEACHers become LEARNers of their own TEACHing and when students become their
own TEACHers.”
(Hattie, Visible
Learning ,2009, p.22)
Striving towards authenticity teachers envisage to
create projects where the work has a direct impact in the real world or is used
in the real world. Team teacher meetings
are mandatory while implementing projects to address issues within the
project or student collaboration. Involving students in the development of
projects/critical friends’ protocols will enhance student interest and
participation. Project Calendars/deadlines can be made flexible whenever the
need to elicit high quality student work is found to be compensated by
unexpected events. Giving students and teachers the time to revise and reflect on their work will
foster deeper learning to go beyond the
21st Century Skills.
Mary Roche
Science & STEM
Teacher
Parramatta Marist
High
Westmead
NSW-2145
