PBL Products
One or more products are basic to project-based learning. The public audience product is the major product. Other products such as drafts, essays, journals/logs etc. are products. Products emphasize the Continue Reading →
Author: Lee Anna Stirling
Collaboration Support
Collaborative activities benefit academic and social-emotional learning. I’ve seen in my students collaborating creates a spark that extends to subsequent individual activities. Industry leaders ask that students learn to collaborate Continue Reading →
Reduce AI Cheating with Assignment Design
Reduce AI cheating with assignments designed with TRUST. TransparencyReal World ConnectionsUniversal Design for LearningSocial Knowledge ConstructionTrial and Error Transparency. In addition to students’ usual questioning about why they have to Continue Reading →
Planning Project-Based Learning with Inquiry & Service
PBL that is inquiry-based ignites a desire and belief in oneself to learn more. It is appropriate for general students, students identified as having special needs, students identified as Continue Reading →
Why Inquiry Learning? PK-grad
Inquiry learning is investigation centered on learners’ questions and careful analysis of their findings. It is structured and scaffolds are provided.Though using a variety of teaching methods is Continue Reading →
Does “professional development” support professionals’ development?
Whether called “professional development” or “professional learning” do the activities actually support participants’ professional development, their professional learning that translates to stronger experiences for their learners? What does forward professionals’ Continue Reading →
Identifying Life (21st Century) Skills-Attitudes and Academic Content Objectives in Project-Based Learning
Identifying life/success skills-attitudes and academic content objectives/standards the project forwards and assessing students’ progress on them with formative assessments and summative assessments is basic to quality project-based learning. This is another way of supporting students’ self-agency, as Continue Reading →
Checklists & Rubrics
Checklists and rubrics can be used for formative and summative assessments. An important reason to use checklists/rubrics is for learners to have written clarity of expectations to which Continue Reading →
PBL Implementation STEPS: Conserving Energy Project
(Early-Childhood PBL Implementation: HERE) “I felt their enthusiasm. I saw the students were engaged. This unit seemed more meaningful to them. I enjoyed seeing students’ purposefulness. I could feel a Continue Reading →
Small Group and Individual Inquiry in PBL
After the project’s challenge question is stated and the class begins inquiry with an activity such as Know/Need-to-Know/Ideas, students work in small groups and individually. The groups have inquiry questions Continue Reading →