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7pi3 Method: Difference between revisions
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The 7pi3 Method can be used as a formula, template or standard to guide the drafting of a single lesson plan or of an entire curriculum. | The 7pi3 Method can be used as a formula, template or standard to guide the drafting of a single lesson plan or of an entire curriculum. | ||
====Skills | ===Roles=== | ||
{| class="wikitable" | |||
! # | |||
! Role(s) | |||
! Description | |||
|- | |||
| 1 | |||
| Learner | |||
Student | |||
| The standard, conventional role. | |||
Learner is a receiver. | |||
Learner is evaluated by teacher and peers. | |||
|- | |||
| 2 | |||
| Teacher | |||
Instructor | |||
Mentor | |||
Supporter | |||
Facilitator | |||
| Learner teaches a curriculum module to at least one more student. | |||
Verifies his/her own learning; process also serves to monitor oneŐs progress because ability to teach is evaluated by the (receiving) peer(s). | |||
Every learner is expected to mentor at least one other learner for a defined (preferably longer than shorter) period. The mentorship can take different formats | |||
|- | |||
| 3 | |||
| Visionary | |||
Designer | |||
Author | |||
Producer | |||
| Curriculum modules consist of sample projects, which leave ample space for creativity. Learners are encouraged to innovate, envision and define their own project(s) and go through the process of designing a prototype before they actually implement it. | |||
The code/design/product/project is always published (most probably in the web or cloud). Learners are also involved in the development of new lesson plans. | |||
Advanced examples: Build the robot; 3D print the design; construct the product; burn the code in chips or printed circuits. | |||
|- | |||
| 4 | |||
| Project Manager | |||
Leader | |||
| Every kid should be given opportunity to lead a team and manage at least a small task or project. | |||
Assigning roles and tasks to others. | |||
Establishing milestones. | |||
Monitoring progress. | |||
|- | |||
| 5 | |||
| Promoter | |||
Spokesman | |||
| In todayŐs world, citizens need to be vocal and engage in public speaking, develop their arguments and promote their ideas and projects. | |||
Kids use video to record their presentations, promotions, teachings, etc. They maintain their own channel(s). | |||
|- | |||
| 6 | |||
| Evaluator | |||
Critic | |||
| Both individually, as well as in groups, learners are expected to evaluate their own and each otherŐs works through a critical eye. In the ICT world, the relevant process is called Ňdebugging,Ó and learners are invited to debug real applications. | |||
|- | |||
| 7 | |||
| Meta-observer | |||
Meta-thinker | |||
| Reflect and talk about oneŐs learning. Studies have shown that learners who ŇreflectÓ on their own learning, achieve higher levels of retention and create more connections between knowledge bits. | |||
|} | |||
===Skills=== | |||
{| class="wikitable" | {| class="wikitable" | ||
! # | ! # | ||
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| Projects in class should never be out of the worldŐs context. Always relevant and useful. Ideally, requested by ŇclientsÓ from the outside world. In addition, every project/product proposed should have some social angle; at least the opportunity to discuss it. | | Projects in class should never be out of the worldŐs context. Always relevant and useful. Ideally, requested by ŇclientsÓ from the outside world. In addition, every project/product proposed should have some social angle; at least the opportunity to discuss it. | ||
|} | |} | ||
==The Need== | ==The Need== | ||