Speaker Bryan Harms

Bryan Harms
Imagine If

https://www.imagineif.dk

Before diving into teaching, Bryan was a software developer and before that managed a landscaping company.  Along the way he completed an undergraduate degree in computer science and mathematics. Bryan’s teaching career began after moving to the West Coast of the US  to teach at High Tech High, a project based school in San Diego California. Here, Bryan developed the passions that have defined his professional career: a passion for developing, refining and implementing PBL, helping students define mathematics and themselves in relationship to it in ways that stress their own agency and authority and understanding what it means to be a leader in environments where consensus is valued above hierarchy.
Bryan moved Denmark in 2017 to work with a foundation focused on a national school transformation project. Bryan helped develop the vision and manage the implementation across multiple school sites.  It was during these years that Bryan also developed a curiosity about organizational transformation in an educational context. In 2020 Bryan became a partner with Loni Bergqvist at Imagine IF.
Taler til følgende sessioner
- Mandag 09 august 2021
  11:10 - 12:30 Slow-Cooked PBL (English only)
  
  PBL-metoder
  
  How do we ensure rich academic learning in long interdisciplinary projects?
  Great meals require time... to prepare, to simmer, to sit and to savour. Join us as we move from fast-cooked projects lasting a few weeks, to slow-cooked PBL where subjects blend together, learning runs deep and the flavour cannot be beat!
  In this workshop, we will explore examples of projects that have integrated multiple subjects over a long period of time and led to rigorous and meaningful learning for students. We will start by unpacking the planning process and how to anticipate learning objectives (academic and skills) over multiple subjects. Next, we will look at specific examples of how to structure long projects by scheduling smaller deadlines, mini-challenges and various phases that naturally flow with PBL. Finally, you will get some tips for sustaining deep learning over several months... and some things we’ve tried that haven’t worked so well.
  
  13:25 - 14:45 Formative and summative evaluation (assessment?) (English only)
  
  PBL-metoder
  
  What does assessment look like in Project Based Learning?
  Who is at the centre of assessment? In project-based learning we have the opportunity to uses assessment and learning goals as a tool to engage students even more deeply in their learning.
  In this workshop participants will explore student centred assessment – an approach to assessment that emphasises the importance of actively engaging students in the understanding, setting, and reflecting on their progress towards learning goals. Starting with specific learning goals we will examine how those learning goals can be assessed, both formatively and summatively, throughout the project. This will include using the product itself as a way to assess learning as well as various forms of feedback, student portfolios of work and other assessment techniques well suited and tested in project based learning environments.