Promoting independence through project-based learning
Written By: Author(s): James Mannion
9 min read
Chartered College of Teaching · Promoting independence through project-based learning
In schools, teachers set the agenda for what needs to be learned, and how, and by when. We set deadlines for the students to meet, we remind them of those deadlines regularly and, if it looks like a student is not going to meet that deadline, we swoop in and 'intervene' - especially as they approach GCSEs. We organise after-school revision sessions, we phone their parents and carers, we send reminders via their tutor… we do whatever it takes to get them over the line. All of this is done with the best of intentions, mindful as we are of the need to use our time efficiently and to maximise the students' chances of success. However, it has an unfortunate side-effect. Many pupils become so dependent on their teachers that they can't do very much… well, independently. As Boekaerts (2002) memorably put it:
'Remarkably, in traditional classrooms there is not much room for self-re
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for ECTs) or log in if you're already a member.
Very interesting, thank you. As I think about the KS3 design and technology curriculum this is a focus. Wondering how a school focus on these ideas could be led by art/design/technology where learning is primarily done through problem based learning