PBL: ENERGY CONSUMPTION AND SOCIAL RESPONSIBILITY
In this post, I'll share a PBL idea. The project was discussed and created by me, Giani Bohm and Damione Damito during our VET Teachers programme. It came up from the theme "Learning by design: Integrative learning process designs and constructions".
As it is a transdisciplinary proposal, also flexible and open, you can adjust to your reality. I guess it would be more efficient and relevant if you can make as many connections as possible, by integrating many teachers and subject areas.
How can we reduce electric energy consumption and be more efficient and sustainable?
Students will be able to:
- Recognize electrical consumption equipment;
- Calculate and analyze energy consumption and its relation to time consumption;
- Create graphs and spreadsheets to present data;
- Analyze possibility for reducing consumption and suggest solutions;
- Present literature review about new efficient energy technologies (could also be in English, Spanish etc.).
- Produce charts and writings constructions on how to save energy and behave sustainably.
- Relate energy consumptions and social responsibility;
- Have their own word bank (English/Spanish/Portuguese);
- Interact with one another and consider each one’s opinion.
- List some examples of social responsibility relating to energy consumption
- Use language strategies to present their ideas in oral and written forms.
- Work collaboratively, using computer tools.
- Create, edit and publish short audios and videos.
- Use digital platforms to propagate ideas (blogs, vlogs, podcasts etc.).
Main Skills to be developed:
- Critical thinking
- Reflective thinking
- Problem solving
- Social responsibility/Ethics
Methods, Methodologies and Approaches
- Cognitive learning
- Interactive Method
- Collaborative Methods
- Dialogical method
- Experimental learning
- Communicative Approach
- Inductive Method
- Energy and Environment
- Social Science and Ethics (Social responsibility, sustainability etc.)
- Computer Science
- Literature (books and other text portable);
- Office tools (excel, word, power point);
- Statistics software;
- Etc. (at students’ choice – their own devices).
- Formative and Summative Assessment
- Students’ assessment (one another)
- Teachers’ assessment (each teacher could create their own rubrics and assessment tools. At the end, all of them could have a meeting with students and carry out a general assessment of the project, the teacher and the whole group performance/results).
Engaging Learning Communities
How to work with my colleagues and students collaboratively?
- Suggest the driving questions to teachers from different areas and explain its relation with the new legislation released by the Brazilian Planning, Budget and Management Board –MPOG - (Decree nº 23, fev. 12th/2015)
- Plan the project in team (involve students when the blueprint is ready).
- After the first phase, we could keep on developing the project on energy efficiency and then renewable energy.
- Afterwards, we could also work with the theme “water”.
Damione Damito - Computer Science Teacher - (www.papodeprofessor.com)
Giani Bohm - Eletrical Engeneering Teacher - (bohm-Finland.blogspot.fi)