Passion-Based Learning builds on students’ passion to assist in learning. It facilitates learning focusing on current passions and stimulating new interests. It begins at a position of strength motivating students to want to learn and take the initiative to solve problems important to them. It provides the opportunity to develop critical thinking skills, how to work and communicate with others, and seek creative solutions to problems.
Why is Passion-Based Learning a good option for GT students? Passion-Based Learning invokes intrinsic motivation. Through interested inquiry, GT students are lead to deeper learning, are better able to retain new learning, and develop stronger relationships with their teachers and peers. It enables students to think creatively, increases student engagement, and motivates students to take the lead in their own learning. Passion-Based Learning makes learning personal and relevant to students’ lives; prepares them for careers that involve their passions. It empowers GT students and encourages them to seek unique solutions to real world problems.
How can teachers get started with Passion-Based Learning in their classrooms? Passion-Based Learning builds on students’ previous experiences at the same time using materials and information that increases their knowledge and learning about the topic being studied. The very process of Passion-Based Learning enables students to not only consume content but to learn how to plan and design a project using research methods curated content. Teachers can facilitate it by allowing students time to connect emotionally with their passions and time to collaborate with like-minded peers via classroom interactions or online. Teachers can foster a learning environment which encourages creativity, imagination, curiosity, discovery, and risk-taking.
Technology in Passion-Based Learning can open doors to global collaboration with mentors as well as experts in the student’s field of study. It provides students the opportunity to conduct research and gain technical expertise in their final product design. Technology can also provide students with an authentic audience to review their products and solutions.
Parents can play a vital role in Passion-Based Learning outside of school by supporting classroom activities such as encouraging imaginative play, facilitating face-to-face collaboration with peers, and providing necessary resources. They can look for opportunities to inspire their children’s passions and then time to explore those passions.
Where can you find resources for Passion-Based Learning? Edutopia is a great resource for Passion-Based Learning. Resources for Passion-Based Learning can also be found by searching for Project-Based Learning, Genius Hour, Design Thinking. All the resources shared during chat can be found below.
A transcript of this chat may be found on our Wakelet page.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
Andi McNair: Genius Hour (website)
Gifts for Learning (website)
Graphic courtesy of Lisa Conrad.
Authentic learning occurs when a student confronts real-world problems and explores ways to solve them. It can only truly happen when the student feels the project or problem is relevant to them. Authentic learning engages students through opportunities to create meaningful outcomes by doing real-life tasks.
Why is authentic learning important for gifted students? It requires higher-order questioning and thinking; as well as an ability to express conclusions in writing. This leads to intellectual development and career success. Authentic learning is achieved through academic discourse and argument which is the essence of intellectual maturity and a way to nourish critical thinking capacity; all factors important to gifted students.
Authentic learning activities must include real-life tasks that make a difference to both the student and their immediate environment. They can be viewed through the lens of student passions; ideas and concepts achieved through deeper-learning. These activities need to encourage students to think critically; then organize and evaluate their findings.
An authentic learning environment must provide a way for meaningful exploration and discussion of real-world concerns; not simply predetermined projects. They extend beyond the boundaries of the traditional classroom and must be a place where ideas are tested and meaningful concepts actually used to solve problems. Authentic learning environments can include simulation-based learning, student media creation, inquiry-based learning, peer-based evaluation, working with research data or working with remote instruments.
Authentic learning helps students develop skills to be able to verify the reliability of newly learned information; the ability to complete complex problems; and to recognize relative patterns in new contexts. It encourages them to engage in cross-curricular activities; seeing value in this process. It also creates curiosity to work across cultural boundaries and find creative solutions to problems on which they’re working.
How should authentic learning be assessed? Authentic assessment measures significant and meaningful accomplishment which reflects student choice and investment in the outcomes. It may be produced by a teacher and is in stark contrast to standardized testing. Presentation before an authentic audience can enhance the product for students.
In the final analysis, authentic learning is something that should be considered essential for gifted students at every level of their education. It plays a vital role in their academic careers and is a solid predictor of enhancing future opportunities for success. A transcript of this chat may be found at Storify.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2 PM NZST/Noon AEST/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
Graphic courtesy of Lisa Conrad
This week it was a pleasure to welcome #gtchat Advisor and long-time friend of our chat, Ginger Lewman, to discuss project-based learning. Ginger is a popular keynote and presenter at gifted and education conferences around the world. If you ever get a chance to hear her speak, it will be an experience to remember.
The benefits of project-based learning are extensive and especially good for gifted and talented students. It is a driver for critical thinking, collaboration and innovation. Project-based learning can spark creativity and develop problem solving skills as well as provide deeper, more meaningful learning for students.
“Soft skills and emotional intelligence can be a struggle for some gifted and talented students. Project-based learning helps them grow in a safe environment. Students get to work in areas of strength and interest bringing interests. Good for all students, but essential to untapped potential.” ~ Ginger Lewman
Teachers and students are the primary stakeholders and beneficiaries in the pedagogical shift to project-based learning. Students are now in the driver’s seat and the teacher is the facilitator. To make the shift work well, teachers must be open to the democratization of their classrooms; be willing to open up their own thinking to criticism. Students should realize efficacy in their efforts; empowered to lead rather than follow. Parents, too, are stakeholders when they seek to hold the system accountable for authentic learning by becoming involved.
How does an educator design and implement quality project-based learning? They need to understand that it’s a steep learning curve for all involved at the beginning. ‘Planning sessions must focus on long-term sustainability instead of a just one-off workshop.’ (TeachThought)
“Project-based learning can be a gateway-drug for seeing students’ strengths, interests, and talents. AND for recognizing a NEED for something MORE.” ~ Ginger Lewman
Teachers must balance project-based learning with testing, accountability, curriculum and pacing. They need to begin to think differently about testing and accountability; learning to think trumps content every time. Today, teaching is going under some fundamental changes requiring a lot of soul searching about outcomes and authenticity.
What does quality feedback look like and how do you assess the success of project-based learning? High quality project-based learning leads to the creation of a product such as a display, performance, or construction. Assessments include peer and self-assessment, are both formative and summative, develop content and success skills, as well as process and products. (Getting Smart)
You can take project-based learning to the next level with more sophisticated project design and assessment. Self-reflection completes a quality project-based learning experience through journaling, presentation and/or group discussion. Performance tasks should reflect competency by demonstrating knowledge and skills. The projects will show authentic learning including student choice and voice. A transcript of this chat can be found at Storify.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Tuesdays at 8E/7C/6M/5P in the U.S. and Wednesdays at Noon NZST/10 AM AEST/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Page provides information on the chat and news & information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
Ginger Lewman (website)
Graphic courtesy of Lisa Conard. Photo courtesy of Ginger Lewman.