Since, at least in many Western countries, most of the population has received some level of formal education, we’ve all been exposed to a competitive way of thinking about success, learning, and growth. Unfortunately, we know that competition has skewed these ideas into a very narrow perspective that only thrives within the context of competition. We see how it affects a student in education. But those students are also part of a wider local, national, and global
Healthy competition plays a central role in the way many systems motivate and develop excellence. The space race, sports, war; any situation where two or more opposing powers compete for limited resources has pushed humanity, on various scopes, to new frontiers. If we want students to excel, it’s only natural we use competition in education, right? I’ve found that most educators find this statement to be true – whether consciously or not – on some level. But I’d like to pause
Whether it’s your 1st PBL project or your 50th - there are always surprises. The role of a constructivist PBL teacher is to curate a space in which that variation can flourish while still providing and facilitating an effective learning environment for a diverse group of students. This blog post is the first of a series called Project Essentials through which we will describe some ways to maintain that effective learning environment in a varied and learner-centered classroom.
Background Wm. E. Hay is a Secondary School in Stettler, Alberta. It has 5 vocational programs (Fabrication, Building Construction, Automotives, Foods and Cosmetology) that are taught by staff who have an Education degree as well as Journeyman status in their chosen trade. The introductory courses utilize small projects to facilitate skill development whereas the Intermediate and senior courses take on real world projects that are identical to the projects that would be encou