Deeper Learning Educators – Deeper Learning Students
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/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 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 →
(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 →
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 →
Project-based learning is inquiry-based and it centers on working to solve a real-life challenge. With your guidance, students generate inquiry questions they believe need to be answered in order to Continue Reading →
Higher education across the US and worldwide acknowledges providing students with opportunities to collaboratively problem-solve an authentic challenge promotes equity and inclusion, while piquing students’ intrinsic interest in the discipline. With Continue Reading →
Most intrinsically motivating for students is working to solve a real-life challenge. Working to solve a real-life challenge, students gain a sense of agency – they can impact life in Continue Reading →
For most inspiring project-based learning, include a public audience. Presenting beyond the class brings extra excitement, motivation, strengthened agency and confidence. Students share findings, conclusions, and recommendations. In project-based learning, Continue Reading →
In early childhood, project-based learning is a natural fit. Young children are curious. They are filled with questions and often are uninhibited about posing their questions. Their natural problem-solving way is to Continue Reading →