Tag: PBL

Andrew Lerario explains how he uses the iterative design process in order to give students more power within projects and share the “cognitive load” of project management.

The ever-present focus on standardized test scores hides opportunities to recognize and build on important progress that is likely already happening in their schools, and is essential for academic success, as well as the overall success of students, teachers, classrooms, and the larger school community.

A project feels big and ambitious to students because of the audience they’re showing the product to, and the venue where they’ll share it.

This article is an edited excerpt from an episode of the High Tech High Unboxed podcast. You can listen to the full episode here. In this excerpt, Andy Sprakes, co-founder and chief academic officer at the XP School Trust in Britain tells Unboxed editor Alec Patton about the mistake he has never forgotten from his first-ever project, and how that mistake shaped the school’s entire culture.

In this article, two educators from Avenues The World School in São Paulo share how a community-themed project gave their students genuine agency—with results that range from hosting science fairs to cooking breakfast for the school kitchen team.

Goal: to help a teacher come up with creative solutions to a thorny dilemma

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.

Over the past decade I’ve attended 11 schools across the United States and Japan. I was born in San Diego, then my family moved to Yokohama, Japan when I was seven years old.

You don’t need to design a collaborative project in order to take part in a collaborative design process. 

Students strengthen their learning by practicing skills that may not fit directly into a project but build the foundation for authentic, high-quality work.