Reflections on Applying Innovative Project-Based Learning: Shadow Play in OBTL Classroom

This reflective study intends to report the process of implementation
and application of an iPBL model in the contexts of OBTL classroom where a
student-centred pedagogy has been implemented through a PBL “Shadow Play
Performance”. The iPBL model consists of 7 stages: Preparation (P), Conception
(C), Design (D), Implementation (I), Operation (O), Evaluation (E), and Revi-
sion (R). Thus, the iPBL proposes an innovative scaffolding that enhances the
students’ creativity and provides more systematic records. iPBL also includes a
subjective measure under the subject-taught teachers as the only raters and
assessors in the OBTL context. This implementation tries to extend the insight
and reflections on how the teachers have implemented the iPBL in terms of
traditional shadow play as an OBTL-facilitated context. The OBTL approach is
based on the constructive alignments of how well students achieved are and
assessed. There are two common questions that teachers start with in planning
their teaching: 1) What would I intend my students to achieve with the expected
standard? 2) How would I assess objectively my students after those learning
activities? This reflective study includes face-to-face teaching of a class of 50
students, who take the class as free elective under the Division of Culture and
Creativity. 10 experimental groups and 4 constructive alignments of Course
Intended Learning Outcomes (CILOs) have been well defined at the beginning
of the course. For assessing the OBTL classroom, the analytical rubrics are
designed for peer assessments at the end of students’ presentation of “Shadow
Play performance”. In general, this study reflects on how well the OBTL-based
iPBL is implemented in a contemporary cultural content, and initiates students’
intrinsic motivation and participation of the Shadow play performance.