Educators’ Capacity-Building Peer Coaching is highly effective for any practice the person being coached chooses to add or enhance.
College & University PBL with Inquiry & Service
. IMPLEMENT PBL: Keeping Students on Track
For Deeper Learning’s workshops are participant-centered and structured. Participants collaborate with peers and learn from their own and their colleagues’ questions, knowledge and insights, while learning from slides, activities, facilitator mini-presentations, readings, videos, and resources.
Follow-up support with For Deeper Learning’s facilitator is included or accessible. An instructional coach, principal or other supervisor attending the workshop is ideal to ensure ongoing support whether with peer or other coaching, collegial groups, or other formats.
Early Childhood Participants’ Comments
Higher Education Participants’ Comments
Mixed Grade Level Participants’ Comments
Real-Life Challenges – EXAMPLES
. How can new students best be welcomed to our class?
. How can we plan a productive, sustainable practices garden within a budget?
. Role playing new leaders of a nation that previously was a dictatorship – how can we set-up and sustain a democracy?
. How can we reduce our school’s energy use and related costs?
. How can we reduce communicable diseases in our school? In our community?
. How can a local business or non-profit best use social media for marketing?
. How can we design a solar chocolate melter?
. What can be done to increase the voting rate in our community?
. What can we provide to ensure our classroom plants will thrive?
Sample Research
Stirling, L.A. (2016). Quality project-based learning. Journal of Maine Education: Deeper Learning, 101-110.
Wirkula, C. & Kuhn, D. (2011). Problem-based learning in K-12 education: Is it effective and how does it achieve its effects? American Educational Research Journal, 48(5), 1157-118.
Ertmer, P.A.& Simons, K.D. (2006). Jumping the implementation hurdle. Supporting PBL in K-12 classrooms. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 41-56.
Chen, I. (2014, Sept.). Can project-based learning close gaps in science education? Mindshift. Retrieved from http://blogs.kqed.org/mindshift/2014/09/can-project-based-learning-close-gaps-in-science-education/
Stirling, L.A. (2012). Problem-solving students/problem-solving teachers. Journal of Maine Education. 28.
For further information contact:
Lee Anna Stirling, EdD
email:
info@fordeeperlearning.org
phone: 207-873-2458