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M46
Award in Project Based Learning in the Secondary Sector

MQF Level: 6

ECTS Value: 2 ECTS

Duration: 4 Sessions

Contact Hours: 10

Self Study Hours: 24

Assessment Hours: 16

 

Course Description

Project-based Learning (PBL) refers to students designing, planning, and carrying out an extended project that produces a publicly exhibited output such as a product, publication, or presentation. It is related to inquiry-based learning and problem-based learning. The distinctive feature of project-based learning is the publicly exhibited output. This short course will include sessions introducing project-based learning, presentations of project ideas from participants, designing a Project, presentations of project plans and how to build a culture of Project-Based Learning in one’s classroom

Entry Requirements

Applicants interested in following this programme are to be in possession of one of the minimum eligibility criteria:

1. A Bachelor of Education (MQF 6 with a minimum of 180 ECTS);

2. A Bachelor’s degree (MQF 6 with a minimum of 180 ECTS) in addition to a teaching qualification at MQF Level 6 or higher.  

Overall Objectives and Outcomes


By the end of this module, the learner will be able to:

Competences

a) Create well-designed projects which encourage active inquiry and higher-order thinking in students;
b) Transform traditional classroom practice into a project-based learning model effectively;
c) To be responsible for using project-based learning as a model that accommodates diverse learners by introducing a wider range of learning opportunities into the classroom;
d) Collaborate with other learners to develop interdisciplinary projects.

Knowledge 

a) Identifying learning situations which can be used as a focus for questions or problems that drive students to encounter (and struggle with) the central concepts and principles of a discipline;
b) Matching students’ aptitudes, interests and abilities to the project-based learning activity presented to teach a diverse group of students with diverse learning needs;
c) Relating to concepts involved in the work created in exemplary projects and applying them to potential projects in one’s teaching practice.

Skills

a) Create a culture of collaboration in the classroom which tolerates error and change;
b) Use critique to improve the quality of student feedback and student work;
c) Plan learning in a way which allows students to investigate issues and topics in real-world problems.

Mode of Delivery

This module adopts a blended approach to teaching and learning. Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website.  

Assessment Methods

This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.

Certification

Upon successful completion of this module, course participants will be conferred an accredited certification. 

Further Learning Opportunities and Career Progression

Upon successful completion of this module, course participants may use certification conferred to apply for Recognition of Prior Learning for accredited programmes. Teachers may also use this certification in their application for accelerated progression.

Suggested Readings

1. Chiang, L-C., & Lee, G. (2010) A team teaching model for practising project-based learning I high school: Collaboration between computer and subject teachers. Computers and Education, 55, 961-969.
2. Lam, S., Chang, R., & Choy, H. (2010) School support and teacher motivation to implement project-based learning. Learning and Instruction, 20, 487-497.
3. Ruff, J. (2010) Peer Collaboration and Critique: Using Students’ Voices to Improve Student Work. High Tech High.
4. Heitin, L. (2012) Problen based learning helps at-risk students. Curriculum engaging those who struggled in regular school settings. Education Week, 31 (29) 8,9.
5. Patton, A., &Robin, J. (2012) Work that matters: the teacher’s guide to project-based learning. Paul Hamlyn Foundation.

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