我校创新凤凰联盟登录心经过与全球顶级教与学研究凤凰联盟登录心的多年合作，开发了针对学生独特需求的PBL课程框架。多年来，我校创新凤凰联盟登录心的教学实践经历被介绍推广给新加坡国立教育凤凰联盟登录和伦敦大学凤凰联盟登录等院校，并被邀请参加联合国教凤凰联盟登录文凤凰联盟登录织MGIEP，IAFOR和TESOL International 等国际教育研究会议。
为期数天的培训过程凤凰联盟登录，我校学术校凤凰联盟登录 Paul Keatley 曾谈到，没凤凰联盟登录任何一种策略可以帮助学生获得现在和未来所需的全部能力，因此教学体凤凰联盟登录和教师培训必须不断更新，我们也将通过健全计划（多学凤凰联盟登录项目式学习、项目管理、其他实验项目等），全面凤凰联盟登录统地帮助孩子为未来发展做凤凰联盟登录准备。
教与学创新凤凰联盟登录心总监 Russell Hazard 和高级项目主管 Mint Zang 臧元圆在与教师们交流时谈到，与许多凤凰联盟登录的凤凰联盟登录规PBL项目不同，爱迪PBL课程致力于培养学生批判式思维、探究精神和追求卓越的思维习惯。这些方法得到了诸如哈佛大学零点项目、巴克教育凤凰联盟登录、韦克伦德教育凤凰联盟登录和麻省理凤凰联盟登录凤凰联盟登录斯隆管理凤凰联盟登录等院校的研究支持。
Project-Based Learning Teacher Training Intensive
Interviewer: We noticed the recent Project-Based Learning Teacher Training at Aidi School began with an exploration of different frameworks for anticipated future needs for students and adults. What are the OECD 2030 Competencies and why should parents know about them?
Principal Lily Liu: Most parents have heard of the fourth industrial revolution now, or the major technological and economic changes that are going to completely transform our world over the next decade. The students who are in our school today will need to be very adaptable and skilled to succeed in the world that will exist just 10 years from now. The Organization for Economic Cooperation and Development (OECD) is one of the pre-eminent international organizations for supporting future prosperity and development planning. They are well known for running international educational research and assessment such as the Programme for International Student Assessment, which is better known as the world-famous PISA test. They are also one of the data sources educational research groups use in planning for future needs so we can provide the best possible education.
The OECD Future of Education and Skills 2030 detail the competencies that students will need to function in a rapidly changing world. These include a range of types of knowledge, skills, attitudes and values (KSAs), some of which are new and some of which are not. As well as traditional subject knowledge these include things like multidisciplinary, procedural, epistemic knowledge; cognitive, metacognitive, and socioemotional skills; and values at the personal, local, social and global levels. These are complex and are not going to be developed properly using only traditional educational methods. Remember, this is not about the far future, but rather about the needs being placed on our students only a decade from now. We could argue they are already increasingly important.
Importantly, competency indicates the ability to use these KSAs in real world situations, which is where approaches like Project-Based Learning become important.
Interviewer: How is Aidi School ensuring that our students get the kind of 21st century education that they require?
Headmaster Paul Keatley: This is a complex process given the full range of competencies we need to address both now and for the future. Actually, no one strategy is sufficient, and our programming and teacher training needs to be constantly updated. These efforts translate into a wide range of programs. Some look pretty normal, as students are working in regular classroom environments much of the time. However, we also have comprehensive wellness programming, multidisciplinary Project-Based Learning, project management, and other experimental programs that address the development of future ready competencies for the whole child in a systematic way.
Interviewer: How does Project-Based Learning help to fulfill this need?
TLI Director Russell Hazard: Project-Based Learning is a well-recognized approach to teaching and learning that is designed to build competencies by placing students in situations where they have to bridge theory and practice and thereby learn to use the knowledge they acquire in a range of situations. It is different than the regular project work that many schools call PBL in that it is a comprehensive approach to developing critical, inquiry-based, habits of mind that lead to transferable skills and lifelong excellence. These approaches are supported by research from groups such as Harvard’s Project Zero, Buck Institute of Education, the Werklund School of Education, and the MIT Sloan School of Management, all of which our Teaching and Learning team have trained with. Because students work in a range of environments such as the classroom, real world, and digital contexts, they also acquire valuable life experiences. Also, comprehensive collaborative, leadership, and project management skills that need to be acquired over many years build a strong foundation of success in both university and the working world.
Interviewer: Does Project-Based Learning negatively influence student grades?
TLI Senior Project Executive Zang Yuanyuan: Meta-analysis of research into inquiry-based education by the Werklund School of Education in Canada shows that guided inquiry such as PBL led by subject matter experts can positively influence grades as well as resulting in the target transferable knowledge, skills, and attitudes. However, pure discovery-based education has been shown to be ineffective when compared to standard classroom approaches or PBL. It is important for parents, teachers, and students to understand this difference and we emphasize it.
Interviewer: What is unique about Project-Based Learning at Aidi School?
TLI Director Russell Hazard: PBL at Aidi School is unique on a number of levels. We are one of the only schools in the region with a dedicated educational research and development department so we can keep abreast of the rapid changes in education and provide necessary training and tools. We have been recognized internationally for exemplary PBL for many years now and the Teaching, Learning, and Innovation Center has been invited to present at international educational research conferences such as UNESCO MGIEP, IAFOR, and TESOL International on this basis, presenting our work at prestigious institutions such as Singapore’s top-ranked National Institute of Education and University College London. Also, after many years of working with top teaching and learning research centers around the world, we have developed our own framework for PBL which we believe is tailored to the needs of our unique students. Another feature is that, as well as disciplinary PBL, we specialize in doing really cutting edge multidisciplinary PBL such as our space science and sustainable entrepreneurism programs. We have a dedicated Innovation Lab building for these kinds of programs that allows multiple classes and subject teachers to work together at the same time and utilize specialized technology to enrich the experience. Importantly, we are one of the only schools in China that has done the work to build a progressive grade 1-12 KSA map to guide acquisition of OECD 2030 competencies across grades and we also provide top quality PBL teacher training and coaching to all of our teachers who request it. So, taken together, our school is very unique in this area.