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Project Based Learning (LiTuP)

Project Based Learning

Project Based Learning is a teaching and learning method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge. Generally, Project Based Learning involves a collaborative effort, with students working in groups to complete the set task.

Project Based Learning has the advantage of developing real-world skills such as critical and creative thinking, problem solving, collaboration and ICT proficiency.

At Mitchell HS, students are engaging in LiTuP projects in a number of subject areas in different years. See the below example, Year 9 students making an advertising campaign.

Year 7 science students in earth and environment

In Science, year 7 students completed a project based learning (PBL) unit of work in which they took on the role of environmentalists in the topic ‘Earth and Environment'. This involved working collaboratively in small groups to conduct investigations of the school grounds to assess the rubbish situation at Mitchel High School. Students were then given the challenge of using the ‘Fun Theory' to design a rubbish bin that would encourage students to dispose of their rubbish in the appropriate manner. The ‘Fun Theory' is the theory that we can change people's behaviour by making the task fun. Students in their groups had a great time designing their bins and we saw many innovative and unique designs. This project allowed students to make links between global issues we face today and how local solutions can contribute to solving these issues

Visual arts students making drama wall mural (Year 9 and 10)

An exciting opportunity was given where a professional artists Danielle Rawsley-Galistan and Cameron Wall as part of the Twenty First Century Project Based Learning Program.

Students looked at different murals designed by Danielle inside and outside of the school context. Students see how school classrooms and environments when designed aesthetically help trigger a positive emotional attachment to the educational space. This allows for engagement and respect for the space.

Students had access to Google Classroom with resources such as the 6D worksheets which helped develop their collaborating, questioning, planning and research skills. The 6D worksheets include; Step 1: Define, Step 2: Discover, Step 3: Dream, Step 4: Design, Step 5: Deliver and Step 6: Debrief. Students broke down the question, considered what their focus/topic will be, what their goal is, how they will reach it, what the project may look and feel like and how they want people to react to it. Sketches of the mural designs were made. All students conducted surveys, researched the topic further, created a design/sample, reported and evaluated on their findings.

Student feedback

Designing the two walls of the drama foyer was a fun and challenging experience. It was fun because as a class we got to experience what it would be like to actually work with real artists. It was also challenging because it was difficult trying to get everyone's idea into one design. However, in the end we have chosen and created two awesome designs that best represent both drama and dance at Mitchell High School.

Each member of our class contributed a lot to the murals with the help of the two artists. They were very supportive of our designs and shared some of their experiences as an artist. This helped our understanding of public art and its effects on the public community. We hope that our murals motive, inspire and entertain everyone who walks pass!

Project Based Learning (LiTuP)