This collection is called “true project stories” because it’s all about teachers (and students) telling the stories of the projects they’ve done, from the heights of achievement to the depths of despair.
Q: It seems restrictive to tell every kid to make the same kind of product when we’re doing a project. How should I decide what parts of the project to be flexible on and which are non-negotiable?
“We critique and discuss what makes the work powerful: what makes a piece of creative writing compelling and exciting; what makes a scientific or historical research project significant and stirring; what makes a novel mathematical solution so breathtaking.”
How can assessment practices be designed to best support student learning? In school, the term “assessment” is often shorthand for “grades”—or, perhaps, tests, quizzes, rubrics, and similar evaluative tools. However, thinking of “assessment” as interchangeable with “test” or “grade” limits the potential for assessment practices to lead to meaningful and deeper learning.
Kelly Wilson, HTH GSE Dean, talks to Louis Lacour, an eleventh grader at Green School in Bali, about project-based learning, local renewable energy infrastructure, and his plan to transform reef conservation with biodegradable zip ties!
