Key Points Summarising Session 2
This session explores one lecturer’s experience of transforming her teaching practice by integrating PBL into Level 3 Children’s Care, Learning and Development Traineeships (for students 16+). The session outlines how she scaffolded the shift from instructional teaching to student-led reflective practice; the challenges students faced; and how a structured, iterative PBL project has enabled skills growth.
The session was led by Caroline Kerr (Specialist Lecturer in Early Years, Southern Regional College).
The Approach
- Recognising a need for students to take greater ownership over their learning, the lecturer moved from passive instruction towards active facilitation.
- PBL objectives included overcoming student academic and social barriers, challenges working in teams and low self-confidence.
- Using a driving question as catalyst, students led projects, accompanied by reflective inquiry. This involved exploring various topics and solutions, with the lecturer providing ‘just-in-time’ theory to provide students with course content in context as they progressed.
- Adopting PBL ultimately cultivated greater independence and creativity, while improving communication and problem-solving skills.
Practical Implementation of PBL into The Curriculum
- The project began with the driving question: “How can you support inclusive play-based learning within your setting?”
- Students worked in self-selected teams to develop an ‘end product’ proposal for the project. The lecturer supported students in shaping ideas around their strengths and interests. Early-stage proposals ranged from sensory play to outdoor activities.
- Following a research phase, the chosen option was a real-world event to be delivered in collaboration with a local primary school. The lecturer supported students through an iterative feedback process, pushing them to refine ideas based on feasibility (e.g. cost, time, staffing).
- An initial practice event was followed by a final showcase event. This involved two classes coming together – supported by staff and college assistants – to deliver an inclusive ‘Winter Wonderland’ activity in a transformed classroom space.
- Students took full ownership of setting up, leading activities, managing transitions, and engaging with 49 children from a local primary school.
Outcomes: Student Development
- 50% of student qualification is observed during placements. As such, project activities directly supported student preparation for these.
- Post-event, the lecturer led structured reflection sessions. Students identified what went well, what didn’t, and critically assessed their communication, leadership, creativity, and adaptability.
- PBL created a safe environment for trial and error – framing mistakes as opportunities (rather than failures) promoted resilience. It also provided natural opportunities to introduce relevant theory linked to course outcomes.
- Students developed traits sought by local employers – including initiative, self-confidence and team working skills.
- Greatest improvement was seen in students who had been shy or disengaged at the start of the course.
Additional outcomes
- Following the project’s success, the lecturer applied PBL principles (rather than reverting to traditional teaching) in preparation for student placements.
- Attendance and engagement rates improved thanks to increased student ownership and real-world relevance of learning.
- Teacher-student trust deepened as learners proved themselves capable of managing complex tasks with minimal oversight.
- The local primary school involved with the event requested making the Winter Wonderland a yearly collaboration. This external validation reinforced the impact of students’ work.
The next video provides student perspectives from this specific project.