Project-Based Learning (PBL)

Course:
Course Orientation

Dr. Mark Windale

Dr. Edward Reeve
Dr. John Siles
Senior Specialists
SEAMEO STEM ED
SEAMEO

Southeast Asian
Ministers of Education
Organization
(SEAMEO)
SEAMEO STEM-ED
Official Introduction
About Your Facilitators
 Mark Windale, PhD
Senior Specialist, Southeast Asian Ministers
of Education Organization (SEAMEO)

• 38 Years as a Science teacher, School senior leader, Science and

STEM educator
• Director at the Centre for Science Education, Sheffield Hallam
University for 22 years. Previously a Science Educator at
University of Sheffield
• Has directed more than 38 National Science and STEM education
projects in UK, Thailand, Malaysia, Brunei, Philippines, Sri
Lanka, India, Azerbaijan, Kazakhstan, UAE and Ecuador
• Has been involved in running STEM professional development
programmes; STEM curriculum development; and the
development of published STEM learning resources for 34 years
• Now Senior STEM-ED Specialist at SEAMEO STEM ED
 Ed Reeve
Professor Emeritus
(Technology & Engineering Education)

30+ Years
Teaching, Research & Service
in the “T” & “E” of
Science,
Technology,
Engineering, &
Mathematics Preparing Technology &
Engineering Education
Teachers (Grades 6-12)
.
 Elevation
4,778 Feet (1456m)
Past President (2018 - 2019)
Current Senior STEM-Ed. Specialist
Position Southeast Asian Ministers of
Education Organization
(SEAMEO)
STEM Education Centre
(https://seameo-stemed.org/)
Bangkok, Thailand
 John Stiles, PhD
Senior Specialist, Southeast Asian Ministers
of Education Organization (SEAMEO)

• 25 years as a classroom science teacher in the U.S., Belgium,

England, Kuwait, and Thailand
• Previously a Science Education Specialist at the Institute for
the Promotion of Teaching Science and Technology (IPST)
Bangkok.
• 30+ Years experience Developing Science Education Curricula
and Programs.
• Current editor of the peer-reviewed Southeast Asian Journal
of STEM Education
• Experience as a University Faculty Member in Teacher
Education (USA)
• Former president of Science Education for Students with
Disabilities
Course Outcomes
 You will have developed your
knowledge and understanding of
o STEM and STEM Education
o Problem and Project-based Learning
Course o the four-stage Project-based
Learning model
outcomes o the purpose and expected outcomes
of each stage
(Part 1) o the range of active and inquiry-
based learning experiences and
resources that can be used at each
stage to achieve the expected
outcomes
o the application of scientific
investigation in the PBL process
o the application of design, design
thinking and engineering design in
the PBL process
 You will have developed your
knowledge and understanding of
Course o how to develop highly
motivating and inspiring
outcomes Project-based Learning
(Part 2) experiences
o how to develop learning
materials to effectively put
each stage into practice
o examples of Project-based
Learning experiences
 You will have developed knowledge and
understanding of the organisation,
processes, strategies and tools, involved in
the following aspects of Project-based
Learning (PBL) delivery:
Course o Preparing students for PBL and
developing their PBL confidence and
outcomes competence
o Planning PBL scaffolding
(Part 3) o Organising the classroom and
learning environment
o Establishing and building student
teams and developing employability
skills
o Supporting student action planning,
reviewing, and reflecting
o Communicating solutions,
celebrating achievement and
evaluation.
 • You will have developed knowledge
and understanding of good practices
regarding the implementation of
Course authentic Project-based Learning
outcomes involving employer and community
engagement
(Part 4) • You will have worked in a
Professional Learning Community.
• You will have developed and
implemented a Project-based
Learning experience.
• You will have entered your students
for the SEA STEM Fair and Expo
STEM Project competition
Course Programme
 Course Programme
• Orientation (8 October 2022, 09.00 –
10.30): Introduction to the course,
facilitators, and the supportive capacity
building model
• Webinar 1 (15 October 2022, 09.00 –
12.00): Introduction to STEM, Project-
based Learning and identifying a problem
• PLC Meetings 1 (17 – 20 October):
Project Problem
• Webinar 2 (22 October 2022, 09.00 –
12.00): Developing an understanding of
the problem, developing the background
knowledge, understanding, and skills to
solve the problem
 Course Programme
• Webinar 3 (29 October 2022, 09.00 –
12.00): Applying Scientific Investigation
within the Project-based Learning Process
• PLC Meetings 2: (31 October – 3
November): Project Problem, Developing
Knowledge, Understanding and Skills
• Webinar 4 (5 November 2022, 09.00 –
12.00): Applying Design, Design Thinking
and Engineering Design within the Project-
based Learning Process
 Course Programme
• Webinar 5 (12 November 2022, 09.00 –
12.00): Involving universities, industry,
and the community (STEM Ecosystem) in
developing, introducing, and mentoring
projects
• PLC Meetings 3 (14 – 17 November):The
problem, developing knowledge
understanding and skills, solving the
problem, communicating the solution –
Complete PBL Outline Writing Frame
• Webinar 6 (19 November 2022, 09.00 –
12.00): Developing the complete STEM
Project-based Learning experience
 Course Programme
• Webinar 7 (26 November 2022, 09.00 –
12.00): Preparing, managing,
monitoring and mentoring students
through the PBL experience
• PLC Meetings 4 (28 November – 1
December): Complete PBL
• PLC Meetings 5 (12 – 15 December):
Complete PBL
• Submit Completed PBL experience
17 December
Supportive Capacity
Building Model
 • We would like you to organize yourselves into
online Professional Learning Communities
(PLCs)
• PLCs may consist of school teams or could
be online groups of teachers, supervisors,
ministry officers and/or university lecturers
• The number in a PLC will vary (4 to 6
Approach: members are common)
PLCs • Work in Professional Learning Communities
through
– the programme of webinars
– pre and post webinar tasks
– the development and implementation of
the project-based learning experiences
• We encourage collaboration
 • Seven 3-hour webinars
• Webinars will involve
– PLCs in sharing the
outcomes of the pre-webinar
task
Approach: – formal input from facilitator to
draw out and extend the key
Webinars learning
– question and answer
– introduction to the post
webinar task
 • Progressively develop
understanding of STEM and
Project-based Learning (PBL)
• Introduce good STEM
Education and PBL practices
Practical through
Approach – exemplar PBLs
– video of classroom practice
– case studies
– reviewing, discussing and
reflecting on the practices
 • We will take PLCs, step-by-step
through the process of
– developing an outline writing frame
for their PBL
– developing their complete PBL
• When they have developed their
complete PBL experience, the
PLCs will
PLC – plan implementation
Approach – support implementation
– team teach
– observe each other during
implementation
– reflect together
– continue to further develop the
learning experience
– continue to go through PLC cycles
 • Work with participating teachers
and schools in your
Role of geographical area
Supervisors, • Go through the process of
Ministry developing the PBL with the
team
Officers, and
• Plan implementation with the
University team
Teacher • Observe and contribute to
Education reflection and further
development during
Lecturers implementation
• Take on a role which is most
appropriate and comfortable for
you, such as facilitator or
advisor
 • Home Page
• Course Schedule
• Events
• Webinar PowerPoints
• Pre and post webinar tasks
PBL • Videos of classroom practice
course • Exempler PBLs
Website • PBL organisational tools
(logbook templates, assessment
rubrics etc.)
• Additional Reading and
resources
• Country/School/Individual
Portfolio Folders
 Students complete their
projects

The groups of students include:

STEM 1. Secondary School Students
(e.g., grades 6/7-12) including
Project
Non-Formal Education
Competition Students
2. Vocational and Technical
Education Students
3. University Students
(undergraduate level)
 What are the STEM Project Competition
Categories?
(1) Everyday Life
(2) Industry Problems/Challenges
(3) Community & School
1. Everyday Life (problems that happen in
everyday life and need a STEM solution. For
STEM example, taking labels off an object, opening
packages, holding a hot beverage, storing a
Project mobile phone and earphones, etc.).
Competition 2. Industry Problems/Challenges (encountered
in careers in health and wellness, hospitality
and culinary arts, information technology,
smart agriculture, or renewable energy).
3. Community & School (consider their social,
economic, or environment impacts). For
example, local community or school
problems or challenges related to erosion,
traffic, flooding, clean water, wastewater,
litter, pedestrians, animal control, etc.
 • All student teams will be entered
for the SEA STEM Fair and Expo
STEM Project Competition
• There is no limit on the number of
students or the number of projects
a student or team can submit
• All participating students will
STEM receive a certificate
Project • We would suggest having a school
or province/district or country
Competition STEM fair if possible, so the
student projects can be celebrated
locally
• Finalists will be invited to
Bangkok to present their
projects at the event on 10 March
2023
• Teachers from each country will
also be selected to present
Certification
 On completion of all the following
requirements (documented in a portfolio),
participants will be awarded with a SEAMEO
STEM Education Centre certificate for the
course:
• Attend all webinars and complete webinar
exit tickets
• Complete all pre webinar tasks
Teachers
• Develop a STEM Project-based Learning
Certification experience
• Implement the Project-based Learning
experience
• Enter all the student projects for the SEA
STEM Fair and Expo STEM Project
Competition
• Share reflections on implementing the PBL
 We will be awarding a separate
certificate for Ministry Officers,
Supervisors, or University
Lecturers who work in a
Facilitators facilitating/mentoring/advisory
Certification role to support teachers
through the process of
developing and implementing
the PBL
Southeast Asian STEM Education
Fair & Exposition 2023

36
 STEM Project Competition
SEA STEM APPLICATION
CONVENTION 2023
Share and recognize students’ STEM application
works and practices in dailty life, industry problems,
Live, Virtual and Hybrid Event

10 MARCH 2023
BANGKOK, THAILAND

and community development.

Capacity Building of Educators
Preparing the
Southeast Asian Next ข้อเสนอทางธ้รก้จ
STEM Application Competition
ส้าหร้บการปร้บต้ว
Build capacity of educators in STEM application
Generation for a More Symposium
Share andให้

processes and STEM competencies.

เข้าก้บว้ถ้
recognize ช้ว้ตใหม้
student’s STEM

Prosperous Future application work and practices in daily

life, career, and community development.

with STEM Education Capacity Building of Educators

Build capacity of educators in STEM
application processes and STEM

Career Academies Programme Showcases

A public-private partnerships platform competencies.
to help young people in the region
Career Academies Programme
acquire the competencies and skills
Showcases
related to STEM as well as to promote Showcase and recognize STEM Career
the application of knowledge and Academies programs from the region
innovation in solving real-world and worldwide.

problems faced by communities and

industries.
STEM Application Resources
Provide a forum to engage sharing of
STEM application resources.
Showcase and recognize STEM Career Academies
Partner with us.
We are open to co-partners and co-exhibitors.
[email protected]
https://seameo-stemed.org
www.chevronenjoyscience.com
programmes from the region and worldwide.
STEM Resources
Provide a forum to engage sharing of STEM
resources.
37
 10 March 2023
STEM competition capacity building

career academies stem e-resources

38
Webinar 1: Pre-webinar
task
Pre-webinar task: You have been provided with a
scaffolded Project-based Learning
Part 1 (PBL) experience to read step-by-step.
Put the Teachers Guide in front of you
and the PowerPoint to your left and
activity sheets to your right. Go
through the Teachers Guide referring
to the slides and activities when
appropriate.
Pre-webinar task:
Part 2a

When you have gone through

and understood the PBL then
discuss the following questions:
• What were the context and
problem? How were they
introduced?
• What was the role of the
students?
• What background
knowledge, understanding
and skills did the students
develop?
• How were they developed?
Pre-webinar task:
Part 2b

• What Science, Mathematics,

Engineering and Technology
were the students involved
in?
• How did they solve the
problem/develop their
solutions?
• How did they communicate
their solutions?
Prepare to present the
outcomes of your discussions at
the start of the webinar
Pre-webinar task: Part 3
Now answer the following
questions:
• What are the stages of the
PBL?
• What do the students do at
each stage?
• How do they carry out
those activities?
• How are they supported?
Prepare to share your
answers at the beginning of
the webinar
Questions
• Do you have any
questions?
We look forward to seeing you all
at the first webinar!

Saturday 15 October 2022

9:00 – 12:00 Thailand Time