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Meghan Cureton

Why Kids Need Schools to Change | MindShift | KQED News - 0 views

ww2.kqed.org/...hy-kids-need-schools-to-change

leadership transformation School Change

shared by Meghan Cureton on 22 Jan 17 - No Cached
  • In an ideal world, the school day would reflect kids’ changing needs and rhythms. There would be time for free play; school would start later to allow time for students’ much-needed rest; the transition time between classes would be longer, allowing time for kids to walk down the hall and say hi to their friends and plan their next moves; kids would have the opportunity to step away from school “work” in order to regroup and process what they’ve absorbed. “The actual encoding of information doesn’t take place when you’re hunched over a desk,”
  • The five criteria that Challenge Success brings to schools attempts to modernize the obsolete system in place today: scheduling, project based learning, alternative assessment, climate of care, and parent education
Bo Adams

Authentic Design Challenges in Project-Based Learning: Fostering Innovators - Medium - 0 views

medium.com/...tering-innovators-70a8ced908ba

PBL designthinking #MustRead #mvifishares

shared by Bo Adams on 12 May 16 - No Cached
  • By connecting Design Thinking with Project-Based Learning, these amazing teams helped their students see how innovation and imagination can solve not just local challenges, but those faced by humans around the world. The design process required the kind of critique and revision PBL asks of students, and the resulting increases in risk taking and resilience will serve students well in any field. Most importantly, by grounding the design work in empathy interviews and authentic challenges, students were invited not only to witness the world as it is, but also to begin crafting the world as it might be.
Trey Boden

The 4 Phases Of Developing Your Creative Voice - 99u - 0 views

99u.com/...developing-your-creative-voice

shared by Trey Boden on 21 Aug 15 - No Cached
  • Your voice is how you’re recognized by others.
  • Your voice is the confluence of inspiration, dedicated practice, and strategic risk.
  • 1. Discovery Phase
  • ...8 more annotations...
  • In this phase, it’s important to identify the small, obtainable skills that could become the building blocks of growth.
  • 2. Emulation Phase
  • Which “mentor works” of my heroes should I immerse myself in, and emulate, in order to build my skills?
  • 3. Divergence Phase
  • when you begin to take everything you’ve learned, and bend and break the rules you learned during emulation.
  • 4. Crisis Phase
  • Perhaps everyone around you is perfectly fine with your performance, but deep down you know that you’re no longer striving to sharpen your craft, and you’ve grown stagnant.
  • We will cycle through these general phases many times over the course of our lives and careers, but for the greatest artists the process of growth never ends.
Bo Adams

The Marriage of Formal & Informal Learning - 1 views

www.cognitiveadvisors.com/...ge-of-formal-informal-learning

assessment Badges microcredentialing LRS #MustRead Learning learning analytics dashboards

shared by Bo Adams on 01 Aug 15 - No Cached
  • important that integration of formal and informal learning have champions
  • Web 2.0 technology is a key enabler for this marriage
  • Technological tools and leadership support alone will not be enough to make the marriage of informal and formal learning work. The shared values, beliefs, mental models, habits, and behaviors of the workforce in an organization – its culture is key.
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  • How do people feel about knowledge – is it power to be hoarded, or a gift to be shared?
  • The two key advantages of informal learning are that it happens at the point of need and what is learned is usually applied right away.
  • In the cooperative model, the learning and development group can shift from being the producer of content to being the guide, initiator, facilitator, and coach.
  • Based on alignment with agreed upon organizational and learning goals, the learner takes responsibility for his or her own learning – with the support and guidance of the organization.
  • People who are not used to working in a learning organization culture, where cooperative learning within communities of practice is the norm, need the knowhow and a new mindset regarding learning to cooperatively in the workplace.
  • The positive is that this incidental learning doesn’t take people away from the work. The disadvantage is that when they are so caught up in doing, people often miss an important ingredient for learning: reflection.
  • The combination of structured and incidental learning can give us intentional learning.
  • The key to solidifying this learning is reflection.
  • David Kolb, wrote about a model of experiential learning consisting of the following cycle: action, observation, reflection, concept formation, and back to action.
  • Morgan McCall and George Hollenbeck asked managers to stop once a week and answer just two simple questions, “What did you do last week?” and “What did you learn from it?” They found that this simple process of reflection enabled the managers learn from their experiences and to change the way they managed.
  • integration of formal and informal learning can create a virtuous cycle that leads not only to increased productivity but to the real innovation that is necessary for long term success in a dynamic marketplace.
Meghan Cureton

'Lesson Study' Technique: What Teachers Can Learn From One Another | MindShift | KQED News - 0 views

ww2.kqed.org/...ers-can-learn-from-one-another

School Change InstructionalRounds

shared by Meghan Cureton on 15 Sep 15 - No Cached
  • Next, the teachers do some research on why students struggle with adding fractions. They read the latest education literature and look at lessons other teachers have tried. Typically they have an “outside adviser.” This person is usually an expert or researcher who does not work at the school but who’s invited to advise the group and help them with things like identifying articles and studies to read.
  • he observers don’t focus on the teacher; they focus on the students
  • But the Japanese think about improving teaching.
  • ...4 more annotations...
  • we need to shift from thinking about how to improve teachers to thinking about how to improve teaching.
  • it’s a long process, kind of the opposite of the one-day workshop
  • Lesson study helps you “get into new habits as a thinker, and as an instructor,”
  • “We are so addicted to quick fixes,” says Hiebert. “If it doesn’t fix things in two years, it’s not worth it.”
Meghan Cureton

The 5 C's of innovation ecosystems | Devex - 0 views

www.devex.com/...of-innovation-ecosystems-86639

ecosystems innovation

shared by Meghan Cureton on 07 Aug 15 - No Cached
  • We’ve supported such process by bringing multiple organizations together for face-to-face learning exchanges, which are designed to provide targeted learning opportunities for innovators.
    • Meghan Cureton
      Meghan Cureton on 07 Aug 15
       
      I like this idea for MVIFI - starting in-house with "learning exchanges" across divisions, expanding to schools outside MV, expanding beyond...
Bo Adams

An Open Letter to Educators From TrueSchool Studio - The Teachers Guild - Medium - 0 views

medium.com/...trueschool-studio-ed77cadb1f89

schooldesign School Change teachers_guild TrueSchool #MustRead educators teachers innovation schoolreform

shared by Bo Adams on 05 Nov 15 - No Cached
  • We support educators in this process to go from idea to impact, but we do not prescribe the solution — you are the source of ideas and leadership for transformative solutions.
  • We believe the best ideas for the present and future of education will come from educators
  • No policymaker or president is as powerful as a teacher when it comes to shaping the student experience.
  • ...2 more annotations...
  • No policymaker or president is as powerful as a teacher when it comes to shaping the student experience.
  • With your unique knowledge of student needs and school challenges, you have the potential to create powerful new solutions and lead change.
  • Bo Adams on 05 Nov 15
     
    HT @TeachersGuild
Bo Adams

Understand How Badges Affect College Admissions - - 0 views

www.usnews.com/...dges-affect-college-admissions

badges microcredentialing badging college #MustRead #mvifishares assessment

shared by Bo Adams on 20 Feb 16 - No Cached
  • Where badging might most upend traditions, however, is in kindergarten through 12th grades, particularly in how students build portfolios for themselves and use those portfolios to apply to college.
  • A world in which everything a student does, whether inside or outside of school, can be measured and categorized by a digital badge would – with a common set of standards and if viewed as legitimate by colleges and universities – greatly change the college admissions process, as well as how students think about learning.
  • Bo Adams on 20 Feb 16
     
    Understand How Badges Affect College Admissions - @ChipHouston1976 @MeghanCureton @ErinMVPS @boadams1 @AmyMWilkes https://t.co/6Twl5ILsaU HT Pam Ambler
Bo Adams

Does Design Thinking Work For Students? | Steve Mouldey - 0 views

stevemouldey.wordpress.com/...ign-thinking-work-for-students

#MustRead design thinking design_thinking designthinking

shared by Bo Adams on 23 Nov 15 - No Cached
  • It has felt like a more powerful version of inquiry through it’s focus on developing empathy, students iterating their understanding and then having to use their knowledge rather than just remembering information.
  • the most comprehensive definition came from a student: Design Thinking is human centred problem solving where designers go through a process which highly values empathy, feedback and multiple iterations in order to create a solution that best suits a user based on their needs and values
  • The most powerful student comment in this research shows both what students gain from the use of Design Thinking and a thirst for this authentic, meaningful approach to spread further: “I am quicker to find things that don’t feel very meaningful to me which bothers me when I know there can be meaningful ways to learn where even as a high school student I can be contributing to bigger projects that really impact people’s lives.”
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  • I see students as citizens now, rather than citizens in the future, and want to help them develop the skills and knowledge to influence the world around them.
Meghan Cureton

How to Cultivate the Art of Serendipity - The New York Times - 0 views

www.nytimes.com/...te-the-art-of-serendipity.html

serendipity innovation creativity iDiplomaSeminar reading list #MustRead #fsbl observationjournals

shared by Meghan Cureton on 03 Jan 16 - No Cached
  • In the 1960s, Gay Talese, then a young reporter, declared that “New York is a city of things unnoticed” and delegated himself to be the one who noticed.
    • Bo Adams
      Bo Adams on 03 Jan 16
       
      LOVE THIS! "delgated himself to be the one who noticed."
  • discoveries are products of the human mind.
  • As people dredge the unknown, they are engaging in a highly creative act.
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  • What an inventor “finds” is always an expression of him- or herself.
  • Some scientists even embrace a kind of “free jazz” method, he said, improvising as they go along: “I’ve heard of people getting good results after accidentally dropping their experimental preparations on the floor, picking them up, and working on them nonetheless,” he added.
  • an incredible 50 percent of patents resulted from what could be described as a serendipitous process.
  • capable of seeing “patterns that others don’t see.”
  • That’s why we need to develop a new, interdisciplinary field — call it serendipity studies — that can help us create a taxonomy of discoveries
  • A number of pioneering scholars have already begun this work, but they seem to be doing so in their own silos and without much cross-talk.
Bo Adams

The Future of Big Data and Analytics in K-12 Education - Education Week - 0 views

www.edweek.org/...of-big-data-and-analytics.html

data analytics bigdata assessment #MustRead #mvifishares school model school3.0

shared by Bo Adams on 16 Jan 16 - No Cached
  • data scientists would then search the waters for patterns in each student's engagement level, moods, use of classroom resources, social habits, language and vocabulary use, attention span, academic performance, and more.
  • would be fed to teachers, parents, and students via AltSchool's digital learning platform and mobile app, which are currently being tested
  • AltSchool's 50-plus engineers, data scientists, and developers are designing tools that could be available to other schools by the 2018-19 school year.
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  • AltSchool is almost certain to provoke a backlash from parents and privacy advocates who see in its plans the potential for an Orwellian surveillance nightmare, as well as potentially unethical experimentation on children.
  • The term "big data" is generally used to describe data sets so large they must be analyzed by computers. Usually, the purpose is to find patterns and connections relating to human behavior and how complex systems function.
  • Analytics generally refers to the process of collecting such data, conducting those analyses, generating corresponding insights, and using that new information to make (what proponents hope will be) smarter decisions.
  • replacing the top-down, slow-moving bureaucratic structures that currently shape public education with a "networked model" in which students, teachers, and schools are connected directly by information and thus capable of learning and adapting more quickly.
  • 'Montessori 2.0': a kind of supercharged version of the progressive, project-based learning often found in elite private schools and privileged enclaves within traditional school systems.
  • Bo Adams on 16 Jan 16
     
    Eventually, Ventilla envisions AltSchool technology facilitating an exponential increase in the amount of information collected on students in school, all in service of expanding the hands-on, project-based model of learning in place at the six private school campuses the company currently operates in Silicon Valley and New York City.
Meghan Cureton

The Art of Reflection | Edutopia - 0 views

www.edutopia.org/...art-of-reflection-beth-holland

reflection assessment eportfolios learning deeperlearning

shared by Meghan Cureton on 24 Aug 18 - No Cached
  • Portfolios allow students to regularly reflect on their learning process—deepening their connection to content.
  • For portfolios to be truly valuable to both students and teachers, they need to provide insight into not only what students created as a representation of their learning, but also how and why they created it. If the ultimate goal is to develop students as learners,  they need an opportunity to make connections to the content as well as the overarching learning objectives.
  • “By capturing student learning progress and performance in the moment… we can bring learning to life.”
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  • Progress and Performance Portfolios
  • students can curate a body of work that represents their progress as well as their performance to show their thinking throughout their learning experiences.
  • when we encourage students to capture their thinking on a daily basis, reflection is no longer merely a task at the end of a project.
  • Teachers can also leverage visible thinking routines to scaffold student reflection.
  • As educators, our challenge is ensuring that students have an opportunity to engage in reflection such that they create a meaningful product to actually visit (and learn from) again and again.
Bo Adams

NAIS - The Learning Curve: How We Learn and Rethinking the Education Model - 0 views

www.nais.org/...rethinking-the-education-model

learning schooldesign MBEscience HowWeLearn

shared by Bo Adams on 19 Jul 18 - No Cached
  • Unlike Semmelweis, whose theory about the need for cleanliness was rejected because it lacked the scientific support that Louis Pasteur’s germ theory would eventually provide, today we have ample research that suggests a mismatch between learners and schools—a mismatch between how people learn and how educators think they learn.
  • emotion and cognition are intertwined and inseparable
  • “Emotion is the rudder for thought,”
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  • We think and learn about things that matter to us, that are emotionally relevant because we perceive them as important to our physical or social survival and well-being.
  • Motivation, engagement, perseverance, creativity, optimism, resilience—pretty much all the so-called “soft skills”—are rooted in emotion.
  • If students’ programs of study include significant, meaningful opportunities for them to follow their expanding and changing interests during their many years in school,  motivation and perseverance will spontaneously combust because, as some students told me, “my interest and involvement in my studies became personal. I felt like my school had meaning, like there was purpose.”
  • regression is essential to learning because each time the learner rebuilds the network, the more stable and automatic it becomes. Regression is not failure, although it is often treated as such.
  • natural process of learning—building, regression, rebuilding
  • So what matters to students? What are they learning in school that forces them to focus on what matters to adults?
  • Because emotional goals motivate and direct people’s thoughts and behavior, as Immordino-Yang suggests, understanding students’ goals can provide insight into what they are likely to learn and help educators understand how they might change their practices
  • Engagement in school does not always reflect engagement in the sort of deep, meaningful learning—developing intellectual skills and conceptual understanding—that educators value.
  • how to rethink school designs and create a new conceptual model for schools—a model that combines and finds an effective balance among the goals that adults have for students and the needs that students have for themselves, a balance between what matters to students and what matters to adults.
  • more effective model will offer real opportunities for students to pursue personally meaningful interests and questions
  • we don’t need to try to make all students masters of all disciplines.
  • Instead of insisting that all students collect identical promotion and graduation credits by meeting minimal standards to “pass” anywhere from five to seven courses each year in discrete, unrelated subjects, educators might be more successful ensuring that all students work each year on a body of specific essential skills—perhaps communication, collaboration, creativity, critical thinking, and problem-solving, which are getting so much attention today—that can be learned while working in any subject area.
  • Some of the changes that make this new model possible involve significantly reducing the number of traditionally required courses, creating individualized rather than rigidly standardized courseloads, giving students more control of the subjects they study, and establishing graduation requirements based on skill development.
Bo Adams

The Trailblazers - How Students Are Learning To Make Impact Design Better - Impact Desi... - 2 views

impactdesignhub.org/...g-to-make-impact-design-better

design design for social impact design thinking impact #MustRead higher ed degrees

shared by Bo Adams on 23 Dec 15 - No Cached
  • Impact Design Hub spoke with Sara Cornish and Josh Treuhaft, two graduates from the inaugural class of the School of Visual Arts’ Design for Social Innovation (DSI) program, a two-year, cross-disciplinary MFA program, which aims to teach students to address social challenges through systems-level design thinking and offers one of the first graduate degrees in this field.
  • Yeah, and I think there was an understanding that we were not only joining the program, but also helping to build it, which was really exciting. I remember that the interviews were so filled with anticipation. They told us, “This is going to be amazing. You’re going to be part of something that’s an absolute first. You’re going to help trailblaze the field.”
  • it was never explicitly about learning the way to design for social innovation. It was more about teaching a variety of different thought models, processes, and tools that you can use for various types of work relating to social impact. Ultimately, the program is about systems thinking and how things are connected to each other.
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  • Framing and strategizing and mapping is great, but at the end of the day, actually putting things in the world and seeing what they do is really important.
  • If you treat your thesis and your projects as real opportunities that could lead to some sort of impact or change and take it all seriously, you’d be amazed at what you can accomplish.
  • Bo Adams on 23 Dec 15
     
    So the question becomes: how do we get better at using design to create impact? An answer that has been gaining traction is education.
Nicole Martin

Applying Learning in Multiple Contexts | Edutopia - 0 views

www.edutopia.org/...ing-learning-multiple-contexts

shared by Nicole Martin on 28 Feb 19 - No Cached
  • New learning is fragile until something is done with it.
  • Providing students with directed opportunities to employ multifaceted manipulation of information promotes strong, transferrable memory creation.
  • This engages multiple regions in the brain in the processing of new learning, generating a more expansive, interconnected network of communication among stored memories. This cross-referencing strengthens memory creation in several ways.
Bo Adams

The 10 Biggest Breakthroughs in the Science of Learning | Brainscape Blog - 3 views

www.brainscape.com/...throughs-science-of-learning-2

learningsciences Mind-Brain-Education MV-How-We-Learn #MustRead

shared by Bo Adams on 28 Feb 18 - No Cached
Chip Houston liked it
  • The brain is equipped to tackle a pretty hefty load of information and sensory input, but there is a point at which the brain becomes overwhelmed, an effect scientists call cognitive overload. While our brains do appreciate new and novel information (as we’ll discuss later), when there is too much of it we become overwhelmed. Our minds simply can’t divide our attention between all the different elements.
  • the brain’s wiring can change at any age and it can grow new neurons and adapt to new situations — though the rate at which this happens does slow with age. This phenomenon is called neuroplasticity, and it has had major ramifications in our understanding of how the brain works and how we can use that understanding to improve learning outcomes.
  • The ability to learn, retain, and use information isn’t just based on our raw IQ. Over the past few decades it has become increasingly clear that how we feel — our overall emotional state — can have a major impact on how well we can learn new things.
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  • Research is revealing why, as the emotional part of the brain, the limbic system has the ability to open up or shut off access to learning and memory. When under stress or anxiety, the brain blocks access to higher processing and stops forming new connections, making it difficult or impossible to learn.
  • research shows that failure is essential.
  • Information in the brain that isn’t used is often lost, as neural pathways weaken over time.
  • Researchers have found that novelty causes the dopamine system in the brain to become activated, sending the chemical throughout the brain.
  • Neuroscience research suggests that the best way to learn something new isn’t to focus on mistakes, but instead to concentrate on how to do a task correctly. Focusing on the error only reinforces the existing incorrect neural pathway, and will increase the chance that the mistake will be made again. A new pathway has to be built, which means abandoning the old one and letting go of that mistake.
  • cater to the emotional and social needs of students and improves their ability to learn, is more important than styles
  • Students may have preferences for how they learn, but when put to the test, students were found to have equivalent levels of learning regardless of how information is presented.
  • students who don’t get intellectual stimulation over the summer are much more likely to forget important skills in reading and math when they return to class.
  • Peer collaboration offers students access to a diverse array of experiences and requires the use of nearly all the body’s senses, which in turn creates greater activation throughout the brain and enhances long-term memory. Group work, especially when it capitalizes on the strengths of its members, may be more beneficial than many realize.
  • Aside from being able to see and hear patterns, the human mind has a number of innate abilities (the ability to learn a language, for instance) that when capitalized on in the right way, can help make learning any concept, even one that is abstract, much easier. Combining these innate abilities with structured practice, repetition, and training can help make new ideas and concepts “stick” and make more sense.
  • Learning can change brain structure.
  • Bo Adams on 01 Mar 18
     
    HT @MeghanCureton
Meghan Cureton

Are You a Curator or a Dumper? | Cult of Pedagogy - 2 views

www.cultofpedagogy.com/curator-or-dumper

shared by Meghan Cureton on 28 Feb 18 - No Cached
Chip Houston liked it
  • whatever you do, chances are you have information to share with other people, and developing your curation skills—both in terms of how much you offer and how you deliver it—is going make that sharing a lot more effective.
  • When we dump a lot of information on a person at once, we are working against their brain. Cognitive load theory suggests that the brain can only take in so much at once. When we’re presented with a whole bunch of information, our brains have to ignore some in order to process the rest. Eventually, if too much keeps coming at us, we reach the point of cognitive overload, where we get more than we can handle. At that point, a lot of people just shut down, and even simple information can’t get in.
  • But the rest of us would do better off with the help of curators. That’s what a good museum does for us: It takes piles and piles of artifacts and selects only a few to represent an idea, a moment, an event, or a phenomenon.
Meghan Cureton

"Will this be on the test?" - The Startup - Medium - 1 views

medium.com/...is-be-on-the-test-237ae9cc53b4

learning online learning schoolreform idiploma

shared by Meghan Cureton on 14 Mar 16 - No Cached
  • Students are on this bus because they want to be.
  • Experiences are at the heart of change. We change when we do something, when we interact with the world.
  • The backbone is a hand-built, peer-to-peer learning environment, not a series of lectures.
  • ...10 more annotations...
  • It turns out that the best way to cause change is for people to actually change someone or something else. We learn what we do, not what we’re told.
  • All of the final work product is in public. A lot like real life.
  • deep syllabus of materials (some required, some optional,
  • Cohort-based, with groups of five to twenty people engaged constantly with each other (we use Slack as a surprisingly powerful peer-to-peer setting for experiential learning)
  • Every student reviews and then comments on several of the other students’ assignments.
  • takes the five or ten comments received and turns them into a reflective script, detailing actual change, actual growth.
  • Everything iterates, again and again.
  • every admitted student shares the same mindset of seeking true growth. Self-selection plus curated admissions means that the support network is strong. Enrollment—in the outcome and the process—is the secret of effective education.
  • our students are getting generous and direct feedback for the first time
  • If you want people to become passionate, engaged in a field, transformed by an experience — you don’t test them, you don’t lecture them and you don’t force them. Instead, you create an environment where willing, caring individuals can find an experience that changes them.
Meghan Cureton

Empowering Teachers to Empower Young People - A New Game - Medium - 2 views

medium.com/...ower-young-people-5cbb05f7b0db

#MustRead School Change schoolreform learning idiploma

shared by Meghan Cureton on 14 Mar 16 - No Cached
Bo Adams liked it
  • A person who becomes self-empowered in this way uses her inner powers (her innate capacities) again and again to solve problems — to create opportunities — and to empower others.
  • Being self-empowered — changemaking — requires a sophisticated understanding of the world — an understanding that your wellbeing is inextricably entwined with everyone’s wellbeing. And it means taking responsibility — taking the lead — and collaborating with others to make life better for yourself and family and friends and community and humanity and the planet.
  • Being self-empowered is a way of being. It involves being empathic, thoughtful and creative — being curious, resilient and effective. Becoming self-empowered, then, is a process of finding, using and developing a complex array of changemaking powers.
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  • And for most, the experience of school reflects limited conceptions of the human mind, the human being and human potential.
  • it reinforces compliance and outdated hierarchical power structures.
  • To make these changes, we need pioneering teachers and educators to come together as change leaders — to form collaborative teams — and to execute strategically-focused projects. And to lay the foundations upon which these strategic projects can have massive impact, we need to build a global community of education professionals who are fully committed to self-empowering educators — for self-empowering young people.
Meghan Cureton

Q: What's the Right Dosage of PBL?        A: Not Once Per Year | Blog | Proje... - 2 views

www.bie.org/...age_of_pbl_a_not_once_per_year

project based module schedule teaching transformation learning PBL

shared by Meghan Cureton on 02 Feb 18 - No Cached
  • Does adopting PBL mean we should use it all the time and teach everything via projects? If not, then how many projects should teachers do per semester or year?
  • Project Based Teaching Practices are actually just good teaching, period, and many of the practices can be used in the classroom when students are in between projects.
  • “Just make two high-quality projects per year for every student be the goal.” In a K-12 system, that means each student would experience 26 projects at a minimum—which sounds like a lot! But that’s only the start. Perhaps students in middle and high school, at first, would experience two projects per year in one subject area—if, say, only social studies teachers begin to use PBL. But assuming PBL spreads across the school, students would do projects in other subject areas, or do interdisciplinary projects, and eventually experience many more than 26 projects if they stayed in one K-12 PBL-infused system.
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  • But assuming projects are between 3-6 weeks long, I’d like to see a minimum of two projects per year in every K-12 classroom, in all subject areas—so that all students, no matter who they are, can gain the benefits of high quality PBL.
  • Even better, make it one project per quarter—four per year. And while you’re at it, sprinkle in a few mini-projects to help build a PBL culture or tackle a relatively confined topic or task.
  • Why is the PBL dosage important?
  • Students cannot build 21st century success skills if they only get occasional opportunities to practice and internalize them.
  • Students will become more confident, independent learners—even identifying and tackling problems authentic to themselves, their communities, and the wider world.
  • be part of a culture that celebrates risk-taking and innovation.
  • If only a few scattered teachers use PBL in a school or district, or only a few students experience it and thus limit demand, then the system’s basic structures, policies, and culture will remain the same. But if a critical mass is reached, schools and districts will need to rethink the use of time, teacher workloads, community relationships, assessment systems, decision-making processes, and much more. Here’s to reaching the PBL tipping point!
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