A Project Lab at every Bridge

Neurodiverse learners need a different approach to learning. I acknowledge that this is not always possible or practical. The point of the Project Lab is to give learners a concentrated dose of PBL in the week, to help them develop crucial skills for their success outside of the classroom.

Important components:

Teacher training

Skill Cards Wall ( look at the

Original Framework⁠

for more information around themes and skills cards)

⁠

AI in the Classroom⁠

(negotiable)

Preset modules (completed: Adventure, Identity, Heroes and Leaders) (in progress: Community, Storytelling)

Art classroom and Computer / Robotics La

Recommended grades:

Grade 4 - 8

⁠

Phase One

Phase one is made up of set skills cards and pre-made units. The primary objective is to equip learners with basic digital literacy skills, and ensure they’ve all earned a level 1 card in all skill areas. A unit comprises of a driving theme, discussion guide, EdTech project, Art project and 1 new mental model for brainstorming / team work.

Output: Art and EdTech projects within set parameters

Outcome: Basic digital literacy / exposure to multi-media

Impact: Learners have the basic skills needed to operate a laptop or iPad. Learners have seen PBL modelled for them and have been initiated into the classroom culture of the Project Lab.

Assessment: Rubrics on the set parameters of various projects (based on the tick-off skills of the skills card)

⁠

Phase Two

Phase two provides more in-depth discussion guides on various themes. Phase Two allows for a class to choose their theme and create a group project around it. They (as a group) choose which skills to work on.

Output: Class-created group projects for Art and EdTech under one theme

Outcome: Learners become more adept at linking projects to a greater theme / Learners begin more intensive group work / Learners extend skills in areas of their choice

Impact: Learners are being scaffolded to being able to create and execute their own project tracks in Phase Three. Learners are introduced to themes of peer and group feedback and the importance of reworking projects.

Assessment: Curiosity Meter via AI/ Learners choose and personalise basic rubrics for their own projects / self reflection and re-works

⁠

Phase Three

Phase three is the pedagogical level, and is an extension for older grades. In Phase three, learners who have achieved all levels in one skill can choose to extend that skill or create their own theme and project, from scratch. They also have the opportunity to create new skills cards for projects and ideas that are specific to them.

Output: Own projects, designed for one specific purpose or extension. Learners choose which skill to develop - past the current available skills card levels.

Outcome: Learners prove themselves to be adept at project management and self-directed learning. This is where ai may be most important - if all learners are working on separate skills and at their own level, possibly one the teacher is unfamiliar with, a tutor must still be available and they must be able to pursue their idea until its final form.

Impact: This is the final form of mastery in the Project Lab. All learners will be able to reach this point, simply at differing levels of expertise.

Assessment: Curiosity Meter via AI/ Peer review / Re-works / Skills card creation

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