'How to do it' Guides

How to … lead EPBL and the professional learning of EPBL teachers

Enquiry and project based learning places particular demands upon teachers. David Leat and Rachel Lofthouse explore the implications for professional learning and leadership.
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Towards a new mindset

Picture a Year 8 classroom in which there are no learning objectives on the board.  Groups of 3 or 4 pupils are working independently, some using laptops, others storyboarding, some talking (or are they just chatting?) – and a couple of individuals don’t seem to be doing much.  They are working towards doing a 3 minute filmed news report on a real local environmental or planning issue of their choice (they have researched this).  The project plan indicates that they are aiming to understand how different groups of people have different and conflicting views on the use of the environment, and they are exploring how those conflicts can be resolved.  They have one more hour lesson to plan and then they will be filming on their phones or school iPads.  The films will be judged by a postgraduate journalism student (a relative of another teacher) from the local university. Which teachers in your school would be comfortable in this scenario and competent to deal with all its challenges?

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