Providing engaging and authentic learning experiences is essential for individuals of all age groups. Often, adults find themselves receiving repetitive learning experiences that may or may not apply to their unique situations. It is imperative to move beyond the 'one and done' adult learning model. To ensure that fellow educators are confident and competent in implementing Project-Based Learning (PBL) within a blended learning environment of their choice, it is essential for them to thoroughly explore the concept. Fortunately, there exists a professional learning framework known as 'Professional Learning that Works,' which caters to this need for sustained educational development.

 

Ongoing: This type of learning experience is far from being a single information-intensive day. As a collaborative team, we will work closely throughout the year to develop project-based learning that aligns with current curricular units. We will also master the integration of a blended learning model tailored to the unique requirements of each classroom. In the beginning, we will spend dedicated time immersing ourselves in an educational shift, redefining the roles of teachers and learners, creating significant learning environments, and effectively employing digital tools to support learning objectives. This groundwork will provide us with a solid foundation and enable us to anticipate and address any challenges as we work to achieve our vision. Throughout the year, we will continue to meet and progress in our journey to incorporate Project-Based Learning into a blended learning environment, maintaining constant support and communication.

 

Supportive: Educators are often left to navigate the complexities of new educational approaches on their own.  Without time to process and apply this type of approach leads to frustration and a 'failure to launch.' In contrast, this professional learning model offers both in-person and virtual implementation support and feedback. When the time comes to implement project-based learning in blended learning environments, our Instructional Technology Coach will be present in the classroom to provide necessary assistance. We will also dedicate time during Professional Learning Communities (PLC) to analyze data, discuss progress, address challenges, and celebrate achievements. In addition, electronic forms, video meetings, and an FAQ page have been developed to offer further assistance when needed.

 

Active: Our approach is anything but passive. Through a series of Lab-Site coaching cycles, participating educators will observe model lessons and then immediately practice lessons in real classrooms alongside their colleagues, receiving real-time guidance from the Instructional Technology Coach. Immediately afterward, they will gather to debrief and share insights, minimizing any anxiety or hesitation in trying new methods. Teachers will also learn how to transition to a learner-centered approach by actively participating in the creation, exploration, and discussion of engaging learning projects, new questioning techniques, and best practices for incorporating digital tools. Towards the conclusion of our implementation process, a series of learning walks led by the Instructional Technology Coach will provide opportunities for educators to visit and observe their peers, further refining and calibrating our collective vision.

 

Tailored: This learning approach can be customized to suit any grade level and content area since our educators are professionals and content experts. This customization ensures that all content is timely and relevant to participants. Through collaborative planning and the creation of projects aligned with learning objectives utilizing digital tools, there is an opportunity for learning alignment across grade levels or content areas. Collectively, participants will develop resources aligned with learning outcomes, thereby enhancing their capacity and gaining valuable experience in this unique learning environment.

 

Purposeful: In this era of high-stakes testing within digital environments, there has never been a better time to learn the skills required to navigate and facilitate learning effectively. It is time to shift our educational paradigm from merely transmitting knowledge to a model where knowledge is accessible and can be applied in diverse ways by the learner.

 

The primary goal is to provide engaging and authentic learning experiences for individuals of all age groups, recognizing that single, isolated adult learning experiences are insufficient. To ensure that educators are well-prepared to implement Project-Based Learning (PBL) in the blended learning environments of their choice, 'Professional Learning that Works' offers an ongoing, supportive, active, tailored, and purposeful professional development framework. This collaborative journey consists of a series of six sessions throughout the school year, involving immersive experiences, continuous support, and a strong sense of accountability to adapt instructional practices to meet the evolving needs of students. This approach focuses on real-world learning, minimizes 'sit and get' experiences, tailors content to participants, and empowers educators to navigate digital environments effectively. The shift is towards a learner-centered approach, where knowledge is actively applied by learners, aligning education with the demands of the contemporary digital age.

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Inspired by Duarte's masterful storytelling principles, I created a professional learning video using Canva for Edu that captures hearts and minds.  It opens with a relatable experience, a teacher struggling with boring learning experience. This "Before" state resonates with viewers who've walked the same path. Suddenly, a new approach is introduced, not through dry lectures, but honors their experience, time, and needs.  This new learning approach is not only for the classroom that is in the present, but also includes a future classroom transforming into a vibrant landscape of curiosity and discovery.  The teacher doesn't have to wait for "someday", it can happen with the tools they have right away!  We hear the presenter's voice, raw and honest, reflecting on what is possible. This emotional connection is key; it's what will inspire viewers to embark on their own learning adventures. Duarte's emphasis on simplicity and clarity guides every frame. The video avoids jargon, opting for conversational language and concrete examples. The purposeful use of video clips, images, and music amplifying the impact of the message.

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References

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Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public 

Education. Retrieved from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf 

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Harapnuik, D. (2015). Creating Significant Learning Environments. Dwayne Harapnuik. YouTube. Retrieved October 18, 2023, from https://youtu.be/eZ-

c7rz7eT4?si=8HuDibLcVt3hhXoV.

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Horn, M. B., Staker, H., & Christensen, C. M. (2017). Blended: Using disruptive innovation to improve schools. Jossey-Bass.

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November, A. C. (2012). Who owns the learning?: Preparing students for success in the Digital age. No Publisher.

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Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of Constant Change. CreateSpace?

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