The Challenge Based Learning user guide is for everyone (students, teachers, parents, administrators, and community members) interested in building learning communities focused on identifying Challenges and implementing thoughtful and sustainable solutions.
Hands-on, creative, and design-centered learning are elements of “maker learning.” Maker learning, and its core values of agency, authenticity and, audience, is important to teachers, leaders, parents, and especially students. Learn more about Digital Promise’s Maker Learning Initiative.
We know that PBL can be a powerful tool to eliminate achievement gaps and help students of all backgrounds develop critical 21st-century learning skills that prepare them to thrive. But how do we ensure that PBL is accessible to all learners?
The PBL Quick Start Guide for Teachers is for educators interested in starting or continuing their journey to become more project-ready. Tips for using this guide: Determine a few goals from the Quick Start Guide that you want to work on; Make a plan for how you will work to accomplish your goals; Identify what evidence or artifacts you will collect to demonstrate you are progressing towards your PBL goals; and Share what you worked on or collected with your team or colleagues
The Buck Institute for Education has assembled a wide array of PBL-related resources created by BIE and collected from fellow PBL travelers. The resources are organized into three broad categories: things to read, to watch, or to interact with.
In the paper, Preparing Students for a Project-Based World, released jointly by Getting Smart and Buck Institute for Education, we explore equity, economic realities, student engagement and instructional and school design in the preparation of all students for college, career and citizenship.
MindShift articles tagged Project Based Learning. Educators use Project Based Learning to allow students to make projects as they learn certain subjects. MindShift explores the future of learning in all its dimensions.
Researchers in Michigan showed that project-based learning in high-poverty communities can produce statistically significant gains in social studies and informational reading—see how they did it in this video.