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High Tech High Graduate School of Education
High Tech High Graduate School of Education
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A group of young people stand around a table, focused on a sewing project. Scissors and sewing materials are spread out as they work together, learning new techniques during this creative lesson with fabric and thread.

Article

A Project is a Type of Unit, Not a Lesson

There are two different questions I often hear from visitors to High Tech High that are both based on the same misconception about project-based learning.  The first is, “How much time should we be spending on PBL per week?” And the second is, “Is it still OK to give lectures?” The answer to both of these questions lies in the understanding that a project isn’t a specific kind of lesson, but rather a specific kind of unit.
A boy in glasses and a beanie presses a button on a wall timer in the classroom while a girl in a red and white sweater walks by holding a tablet. A whiteboard with schedules and clocks is visible behind them.

Article

The Clocks that Changed my Classroom

It started with a simple idea: to bring a 60-minute visual countdown clock into my class. What began as a classroom management tool turned into something bigger—a small shift that made the room more predictable, accessible, and humane for every learner.
A student wearing a brown hoodie sits at a paint-splattered desk, focusing intently while filling out a quiz with a pen in a classroom setting, preparing for grading.

Article

Don’t Grade Quizzes

I used to think I was too cool and progressive to give quizzes. But a quiz tells you whether students are learning what you think you are teaching them, quickly and precisely. It’s a perfect data-collection tool: If students learned what you wanted them to learn, they will answer the questions correctly. If they haven’t, they won’t, allowing you to provide targeted help to specific students based on which questions they get wrong. The only caveat is that you shouldn’t grade the quiz, because attaching a grade to a quiz ruins your data.
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