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Often students are interested in things we don't have time to explore in class. This project allows them to do so and reinforces the big idea that the best inquiry begins with high interest.

The project was called 'Cause We Care' - a pun I thought particularly witty, since the Driving Question was 'How can we raise awareness in our local community about a charity or cause we feel passionately about?' Whilst I did develop the driving question the students were responsible for the following: deciding on team members and team name, selecting a charity/cause to focus on, their investigation sources and mode of sharing findings (focus questions can be on this document: Cause We Care), the products to demonstrate research, raise awareness and legitimate contribution to cause/charity, their presentation of learning, including sharing learning with experts, defending ideas and celebrating their chosen charity, the Habits of Mind to master for the duration of the project and the outcomes from the Stage 5 English Syllabus they will master during the project ( I gave them a list of the 11 outcomes and the related dot-points, was an eye-opening experience for them!).

nquiry is not merely 'having students do projects' but rather strives to nurture deep, discipline-based way of thinking and doing with students.  As as entry point, inquiry involves learners: ✦tackling real-world questions, issues and controversies ✦developing questioning, research and communication skills ✦solving problems or creating solutions ✦collaborating within and beyond the classroom ✦developing deep understanding of content knowledge ✦participating in the public creation and improvement of ideas and knowledge

what a typical day would look like at the NLC.  One big advantage of this program will be the integrated approach to the curriculum.  The learning outcomes from the grade 8 and/or grade 9 curriculums will be identified and over the course of the school year students will be covering the entire grade curriculum through practice and application in their project work.

In service of its core values of innovation, individualization and personalization, and metacognitive skill development, and with the reality of the system and the unique needs of adolescents in mind, the leaders developed a five-prong model: 1.     Challenge-based modules 2.     Online learning 3.     Advisory 4.     Field Experience 5.     Core Experiences

With as much as three fourths of each day spent in project-based learning, principal Buckner and her team actually work through required curricula, carefully figuring out how kids can learn it through the steps of Treffinger's Creative Problem-Solving method and other creativity pedagogies. "The creative problem-solving program has the highest success in increasing children's creativity,"

Challenge Based Learning is collaborative and hands-on, asking students to work with other students, their teachers, and experts in their communities and around the world to develop deeper knowledge of the subjects students are studying, accept and solve challenges, take action, share their experience, and enter into a global discussion about important issues.

Challenge Based Learning provides: * A flexible framework with multiple entry points * A scalable model with no proprietary systems or subscriptions * A focus on global challenges with local solutions * An authentic connection between academic disciplines and real world experience * A framework and workflow to develop 21st century skills * The purposeful use of technology for researching, analyzing, organizing,  collaborating, communicating, publishing and reflecting. * The opportunity for learners to do something important now, rather than waiting  until they are finished with their schooling * The documentation and assessment of the learning experience from challenge to  solution * An environment for deep reflection on teaching and learning * A process that places students in charge of their learning

" This guide is an unusually thoughtful and valuable resource for teachers. It is distinguished by a powerful focus on the integrity and quality of projects - not just doing them, but doing them well.

All the learning starts from projects and then builds on the knowledge. Developing the skills of the students comes before the learning outcomes. Projects don't occur at the end of the unit to show the teacher what they learned; the units are the projects and the teacher draws out the learning in the context of the project. Students say if it is work worth doing, then they work hard to do their best. Motivation doesn't seem to be a big issue.