Tag: PBL

The product, and the audience it is intended for, provides a focus for student work from the beginning, and students continue to develop it over multiple drafts, until they have created something worthy of exhibiting.

Essential questions are open-ended points of inquiry—relevant to academia, students’ lives and the world beyond school—expressed in student-friendly language.

Projects come to life because students feel an authentic need to master thoughtfully selected learning goals in their quest to create meaningful and beautiful work.

Project-based learning provides an excellent answer to a question that students ask a lot: “Why are we learning this?”

I love the charrette protocol because it provides a structure for brainstorming lots of ideas for developing an initial idea for a project.

Imagine peering down an ordinary school hallway, clutching an entry ticket that was sent to you. You turn a corner and stop in front of a wall. There, you spot a concealed opening and step through to Diagon Alley, the hidden magical market from JK Rowling’s Harry Potter novels.

You can bring PBL principles into any math class immediately with four simple strategies—no large project required.

Visitors to High Tech High often misconstrue its approach to planning as “loose” or “anything goes” compared to traditional schools, because teachers aren’t following a pre-set curriculum. In fact, High Tech High is “tight” on things that most schools a “loose” on. 

Teachers plan meaningfully and rigorously in ways that allow the synergy of soft and hard skills to interact

It was the week before the exhibition at High Tech Middle Chula Vista. My eighth-grade class had spent the last eight weeks exploring the question “What makes us resilient?”