by Kathy Cassidy | Feb 17, 2019 | Less Teacher, More Student, Passion Based Learning, PBL Units, The How of 21st Century Teaching, Voices
Because we are doing inquiry or PBL (passion-based learning) this year, my students have asked more questions than they ever have before in my classroom. Both the students and I are still learning about this process, but I like this shift. The person who asks the questions is in charge of the learning, and I want my grade one kids to be in charge of their own learning.
by Peter Skillen | Feb 14, 2019 | Less Teacher, More Student, Making The Shift, The How of 21st Century Teaching, Voices
PBL is a construct made up by human beings — there are lots of variations! And you are entitled to construct your own version within some parameters. Study many of the great resources that are available to you and then create your own working definition and effective PBL practice. And consider our Continua Frame. We like to think with it, rather than dichotomies, simply because things are rarely on or off, black or white, ones or zeroes!
by Sheryl Nussbaum-Beach | Nov 3, 2015 | Powerful Learning Practice
A passionate student is a learning student. As the world is becoming increasingly connected, the nature, use, ownership, and purpose of knowledge are changing in profound ways. Our goal as educators is to leverage these connections and changes as powerful means to...
by Shelley Wright | Aug 26, 2014 | Less Teacher, More Student, Making The Shift, The How of 21st Century Teaching, The Moral Imperative, Voices
Teacher and PBL consultant Shelley Wright offers her first draft of a Slow Education manifesto and urges other educators to end the McDonaldization of schools by joining in the effort. “It’s the very philosophy we need to save our education system.”
by Brian Crosby | Mar 15, 2013 | Connecting with the Common Core, STEM learning, The How of 21st Century Teaching, Voices
Blending STEM with “connected classroom” strategies is a powerful learning model, says STEM teaching coach Brian Crosby – provided innovative thinking, teacher autonomy and flexible scheduling are present. These essential components of “going deep” with teaching and learning have been eroded away in the last decade, he says, and will have to be revived.