I had the privilege to be involved in ProjectNEST this week, a three-day unconference led by staff from Kurri Kurri High School with over 100 teachers from the Newcastle area participating.
The unconference was focused on project based learning, with many schools planning to implement a cross-curricular approach in open, flexible spaces with teachers team teaching. We all know there are heaps of professional learning for project based learning, but this unconference was different. I have previously blogged about the need to do teacher professional learning differently. This unconference was done differently, with impact on teacher practice and student learning. Here’s why it was different:
- The unconference was participant driven. All the schools involved wanted to restructure learning differently to further improve student outcomes. They have chosen a cross-curricular project based learning approach. Schools and teachers identified this need and solution.
- Participants’ needs were identified the unconference. Staff from Kurri Kurri High School designed and sent out a survey to all participants to identify their current understanding and practice in project based learning, and what they wanted to learn. More teacher professional learning needs to be like this. Instead of guessing what participants’ learning needs are, ask them before the professional learning.
- Presenters were real teachers who have actually implemented and led project based learning. They shared their journeys in this, particularly the challenges and they overcame them. In a previous post, I spoke about how ideas are easy and implementation is hard. The presenters did not try to sell a shiny package of project based learning to teachers, telling them typical things like how we are now in the 21st century and how project based learning is going to solve everything etc etc etc. They shared authentic journeys. They shared failures. But most important of all, they shared what keeps them going in the strive to continuously improve the learning for their students. For my presentation, I made sure I was honest about my project based learning journey. When I first started, I was doing more project orientated learning than project based learning. When I first started, I did not embed formative assessment as well as I wanted. When I first started, I did not explicitly teach students how to collaborate and set goals, which led to failures. I focused how I learnt about those failures and how they informed changes in the next projects. The other presenters did the same, emphasising the need to try new ways of teaching, take risks, evaluate and learn from failures.
- Time was provided for participants to modify and implement the ideas they have learnt for their own contexts. The first two days of the unconference were focused on participants learning from presenters and each other. The third day was dedicated to participants working with each other to devise an action plan. The presenters were there to provide support and guidance. This kick starts the process of changing teacher practice.
And it helps when professional learning is held in a stunning location. Newcastle is beautiful.
I hope to see more professional learning like this, and I’m looking forward to following the project based journey of Kurri Kurri High School and its community of schools in the Newcastle area. The staff of Kurri Kurri High School was amazing at putting ProjectNest together.