Description
Introduction How to read this book Overview of each Chapter The What, Why and How of this Book User Stories for each chapter Chapter 1: Know the territory: Teaching and Mentoring in PjBL environments Chart the Known Unknowns of PjBL in post-secondary To Do: Map known unknowns Ferrying learners: Facilitating learner management of projects To Do: Map features of PjBL that need mentoring Summary of PjBL Features Deeper Dive Chapter 2: Know yourself as Mentor Mentors bridge the gap between acquiring knowledge and applying it To do: Bridging Knowledge to Action Mentors guide Individual and Team learning in PjBL Mentors guide prototyping in PjBL courses To Do: Know-How Knowledge Mentor personas To Do: Mentor Personas Mentee personas To Do: Mentee Personas Chapter 3: Know yourself as Teacher: Designing Teaching Activities from What you Know Breaking Down What You Know To Do: Map what you Know Identifying What You Don’t Know To do: Map What you Don’t Know Chapter 4: Know the Patterns of Mentoring and Teaching Interactions Patterns of teaching and mentoring in the workplace Patterns of teaching and mentoring in learning environments Activities where teaching and mentoring interactions will occur in PjBL Chapter 5: Know what needs to be taught and mentored in PjBL What needs to be taught in a PjBL course What needs to be mentored throughout a PjBL course Differentiating Between Teaching and Mentoring Activities in PjBL Chapter 6: Know Your Mentoring Strategies A Strategic Approach to Organizing Your Mentoring Strategies A Mentoring Strategy typology from research Modelling To Do: Modelling Feedback To Do: Feedback Surprise Timing Humour Socratic Questioning Learning Goals Group Genres Deep Dive Scaffolding Deep Dive Productive Failure Memorable Stories To Do: Write out your memorable stories Managing Your Client Listening Organizing your own Mentoring Strategies within specific Categories To Do: Identify your Mentoring Strategies The strategy of balance between individual and group mentoring Planning the unplanned mentoring of individuals and team as a strategy Strategically shifting between mentoring and teaching interventions Targeting your teaching and mentoring to Project, Team and Client Chapter 7: Know the PjBL Development Pipeline Taking apart an emerging technology pipeline Applying real-world development pipelines to a PjBL one Plotting what you think needs to be taught in a PjBL course Identifying the gaps in your own knowledge of what you can and cannot teach Pre-course and pre-project preparation Chapter 8: Know the Core Features of PjBL Design for Learning Creativity Project Brief Brainstorming Ideation tools Scoping Tools Solving Problems first Developing a visual vocabulary Design for Learning to Design for Humans Interaction Patterns Psychodemographic Profiling Storyboarding User Stories in Agile Prioritization Design for Learning How to Solve Problems Together Design for Learning Agility Core features of Agile evident in PjBL environments Practicing Agility Scrum Weeklies Backlogs and Parking Lots Design for Learning Emerging Technologies Advantages of Cyclic Development of Emerging Technologies in PjBl Choose the x in xR Design for Learning Prototyping Iteration Low to High Always Incomplete User-testing Design for (re)learning the value of Failing Design for Learning Collaboration Agile Alignment Making Ideas Visible Culture Tools Design for Learning to Adapt to Change Design for Reflection Persistent feedback To Do: Targeted Reflection Questions Chapter 9: Know how to assess learners Process of Developing Criteria Step 1: Skills Brainstorm Step 2: Relating Skills to Competencies Step 3: Distill Core Competencies Identifying learning outcomes from demonstrated competencies Pre-Course Competencies Discovery Sprint Production Phase(s) Broader Learning Outcomes Agile retrospectives as a key formative assessment tool Testing Bias Rubrics Participation Rubrics Assignment Rubrics Collaboration Rubrics Course Rubrics Assessment milestones Iterating on the course outline Chapter 10: Know-How to anticipate and remove obstacles Conclusion
