Leaders who demonstrate a continual desire to learn and connect whenever possible help set a precedence of transparency and innovation in a school’s culture.
Project Based Learning
An encouraging new report describes preliminary, first-year outcomes from a study of 3,000 middle school students that shows kids can, in fact, learn more in science classrooms that adopt a well-designed, project-focused curriculum.
Educators at schools that focus on deeper learning are nurturing confident, self-sufficient learners who are ready for the rigors of college regardless of their backgrounds.
A Boston area innovation studio for middle and high school students is bucking the traditional school model for what students love best: hands-on learning.
For children, acting out words on the page can yield benefits. Especially for beginning readers, physically moving objects or one’s own body can provide a crucial bridge between real-life people, things, and actions, and the printed words meant to represent them. Fluent readers take this correspondence for granted, but many children find it difficult to grasp.
Project-based learning continues to be misinterpreted as a single teaching strategy rather than as a set of design principles that allow us to introduce the philosophy of inquiry into education in an intelligent and grounded way. It’s time to not only address the flaws in PBL, but to reinvent it in a way that leads to deeper learning, creative inquiry, and a better fit with a collaborative world in which doing and knowing are one thing.
In a new poll, many parents said they’re worried that schools aren’t adequately preparing students for a changing workforce. And too much emphasis on memorizing facts in the classroom, both parents and kids say, is keeping young people from getting excited about science and technology careers.
Teacher Shelley Wright explains why a school system that revolves around academics fails to teach kids what they really need to know. Students have many talents; they just don’t fit into set current curriculae because their talents are likely not considered “real knowledge.”
As kids head back school this fall, educators and researchers are teaming up to figure out what kids learn from tinkering, and how it may help prepare them for the future.