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At the conclusion of Term 1, Year 2 data indicated that optimal learning was not occurring in the Year 2 classrooms due to a large portion of students’ significant social, emotional, behavioural and academic needs.

Classroom teachers worked with parents, the Executive team, the school psychologist and each other to establish a learning environment that was conducive to learning.

The response was to allocate more Learning Support Assistant hours, increase the Executive support, teach clearly articulated behavioural expectations, allow for more explicit teaching and learning experiences to assist students to take more responsibility for their learning and behaviour.

Early Term 2 data indicated that the social, emotional and behavioural needs of the students had improved, however, the academic needs of the students were not being met due to the vast range in abilities across the grade.

Classroom teachers identified that the teaching and learning process needed to change to cater for all students’ learning needs. The classroom teachers commenced the implementation of Project Based Learning to meet these learning needs.

Staff implemented Project Based Learning with an aim to maximise student engagement and provide each student with a pathway to achieve academic success through establishing a cohesive, collaborative and supportive classroom community.

Project Based Learning (PBL) is an approach to teaching and learning that engages students in rich and authentic learning experiences. PBL is a practice that takes a learning-by-doing approach. You often find students solving problems, participating in simulations, conducting case studies and designing research projects based on different areas of inquiry. (Dewey)

‘Education is not preparation for life; education is life itself’ (Dewey, 1916).

Through the implementation of Project Based Learning, classroom teachers were able to differentiate across Tomlinson’s (2010) Essential Elements of Differentiation to provide a pathway to achieving academic success for all students.

Through the implementation of PBL students were also able to practise and demonstrate Murdoch’s (2012) Learning Assets which ultimately maximised student engagement and provided a scaffolded pathway for students to achieve academic, social and emotional success.

What are the characteristics of Project Based Learning that build student engagement?

Action

Background

Project Based Learning

WHY?

WHAT?

Term 1

Socialisation

Term 2

Experimenting

RIsk Taking

Term 3

PBL Immersion

Term 4

Analysis

Reflection

Persisting issues demanded intervention.

Enablers were implemented and reinforced.

New behaviours displayed and the foundations for Term 2 established.

Classroom teachers began to plan a new approach based on Project Based Learning to enhance student engagement to maximise student learning.

Project Based Learning is implemented with immediate visible results.

PBL is immersed into the Year 2 teaching and learning plan.

Explicit teaching of core concepts/skills, followed by a project requiring students to authentically apply learnt skills.

Data indicates improvement in student engagement and academic skills and knowledge.

Implementation of Project Based Learning to continue.

Analysis of the impact of Project Based Learning on student engagement and academic knowledge and skills is to occur.

The Journey

During Term 2, Project Based Learning was implemented into the Year 2 classrooms to build student engagement levels and maximise student learning.

Teachers rigorously prepared for the implementation of the projects and encouraged students to learn not only the curricula and the concepts involved in the project but also learn how to organise and present their thoughts, how to manage a complex project in a limited amount of time and how to collaborate with members of a learning community.

Cross curricular learning occurred and the learning schedule was flexible enough to give students the time they needed to delve deeply into the project.

Teachers adopted the role of facilitator and guide, giving students the opportunities to discover for themselves and to develop as active and independent learners.

Technology was an integral part of the project and was used by students to research, produce and present their ideas.

Timeline

Results

Student survey results indicated that the most significant changes to the way students participated in the teaching and learning process were:

Time- students enjoyed working on the project over a period of several hours or longer as it allowed them to learn more and produce higher quality work.

Technology- allowed students to find information they needed and produce high quality artefacts to showcase their learning.

Thinking- students stated that they had to think hard, work together and up-skill each other to ensure their work demonstrated their understandings.

Teacher journal notes indicated that the most significant changes to the way students participated in the teaching and learning process and the way their role as a teacher changed were:

Independence- students became drivers of their own knowledge.

Learning Assets- students were using intentional language – the use of we, us, our, which demonstrated that they were building a community of learners working together, challenging each other and building each other’s capacity to learn.

Differentiation- teachers gained a deeper understanding of students’ abilities and needs through facilitating conferences with students.

WHEN?

HOW?

Theory

KPS Year 2 Team

Samuel Bryant

Fiona Chapman

Danielle O’Connor

Impact

By classroom teachers working collaboratively and with precision, the successful implementation of Project Based Learning was achieved and it was evident that across the Year 2 Cohort, a dynamic learning community had been established which maximised student learning and improved student engagement and student outcomes.

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