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“A lively, engaging, practical book that captures the dilemmas and joys of raising and schooling children.”
– Robert Evans, Ed.D., clinical and organizational psychologist and author of Family Matters
Category Archives: project based learning
What is Project-based learning (PBL)
Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. [Source: What is Project Based Learning (PBL)?]
Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem. It is a style of active learning and inquiry-based learning. PBL contrasts with paper-based, rote memorization, or teacher-led instruction that simply presents established facts or portrays a smooth path to knowledge by instead posing questions, problems or scenarios. [Source: Wikipedia: Project-based learning]
What if “epistemology” were written on the whiteboard on the first day of school, and referred to every day after that? What if “To know how you know what you think you know” were universally understood as the point of a curriculum? What … Continue reading →
At dinner one evening, when my daughter, Lizzie, was in first grade, she said: “You know how some teachers just let you play? Well, I want to know stuff, and that’s why I like Ms. Lexton; she teaches us stuff.” … Continue reading →
I love No Child Left Behind. In May of 2002 I visited our local public school, hung out on the playground and just generally lurked. As the kids were waiting to go home at the end of the day, I … Continue reading →
What can you trust kids to do on their own? Almost anything if you play your cards right. Please follow and like us:
The soft, non-cognitive curriculum is neither soft, nor non-cognitive, nor a curriculum. One afternoon I met a fifth grade teacher grading papers and writing report cards in a café. When I greeted him he didn’t say “Hi,” but waving Maya’s … Continue reading →