Part two of the interview I had with Pearson’s ‘In Conversation’ series is now available. Click here to gain access.
Like I said in my previous post, this interview was conducted over the phone. It’s difficult to think on your feet in situations like that, and I don’t think what I said has translated well in reference to Project Based Learning and what happens when students find themselves not succeeding. Here’s what is in the post;
I’ve had fantastic feedback from students involved in project based learning, but it’s not easy as it puts the onus on them to take responsibility for their learning. When they learn via this method, students have a sense of pride in what they’ve accomplished.
I’ve observed that that’s what they respond to best, because they want permission and the responsibility to take charge of their own learning. Through this process, they may eventually encounter and experience failure which is positive feedback. Analysing failure is something we don’t do enough of in school.
When these same students who didn’t do well finished a project, they were then able to articulate and identify where they’ve gone wrong. These same children also went on to perform better in subsequent activities because they were working through the process and ultimately learning how to fail successfully.
Hmmnn…not quite what I wanted to say! I don’t see failure as positive feedback, but it can lead to positive outcomes. In the case of the students I was referencing, they learnt from failure and went on to be very successful in subsequent PBL tasks.
Wish I’d had a rewind button so I could have fixed that up before it went to print!
I do like the quotes they have selected to place in images accompanying the interview, so I going to share them here (nice little bit of archiving for me!)
Thank you Pearson Australia for asking me to be involved in your ‘In Conversation’ series. I enjoyed the experience and am really pleased that you have identified the strength of Personal Learning Networks to support the professional development of our teaching profession.