“You may encounter many defeats, but you must not be defeated. In fact, it may be necessary to encounter the defeats, so you can know who you are, what you can rise from, how you can still come out of it.”
Key lessons from research about project-based teaching and learning→
/Anna Rosefsky Saavedra and Amie Rapaport, writing for Kappan:
"Our research has demonstrated that inquiry-based learning can be intellectually rigorous and cover a sufficient breadth of content and skills. Students learning through these approaches outperform comparison students on meaningful outcomes, including probability of high school graduation and AP scores."
They do a nice job summarizing implementation challenges inherent in project-based teaching and learning:
On the struggle of integrating PBL in traditional settings:
"In studies of PBL instruction that was not schoolwide, teachers struggled as the only adult in the building using the approach... For a student immersed in a traditional school, a PBL classroom can feel new, different, and unfamiliar."
On the tension between project depth and curriculum breadth:
"PBL requires students to spend a lot of time deeply exploring fewer content areas... This requirement can be in tension with the need to teach the breadth of content and skills in district and state learning standards."
On the financial and resource challenges of adopting PBL:
"Teaching PBL well requires materials and professional learning support that can be costly for schools and districts... These costs add up and can make transitioning to PBL a costly budget item for schools and districts that may already be strapped for cash."
They do an equally nice job of summarizing potential solutions and insights related to those challenges:
On the importance of patience and support for educators:
"Transitioning to effective implementation of PBL requires patience because pedagogical skills and culture take time to evolve... Educators, particularly those new to PBL, struggle."
On aligning PBL with standardized assessments:
"The IB Diploma Programme’s approach to assessment helps teachers overcome this barrier... students will have the choice on the exam to address questions related to those areas without being required to delve into others."
On leveraging open access resources and professional development:
"Many curriculum resources are open access... Even when the resources are free, professional learning workshops and coaches have costs, as does providing teachers with the time for extra course planning and professional learning community meetings."
They advocate for whole-school implementation of PBL as it addresses many of the challenges revealed in their research, such as the misalignment between different teaching methods and the need for a unified school culture that supports inquiry-based learning. They also emphasize the importance of district-level investment and support. This includes providing adequate resources, professional development for teachers, and the alignment of assessments with PBL methods to ensure that they measure the broad range of skills and knowledge that students gain.
The overarching message is that with support at both the school and district levels, the implementation of PBL can lead to transformative educational outcomes, fostering students who are not only academically successful but also adept at critical thinking, collaboration, and lifelong learning.
In my experience, that checks out and could easily be applied more broadly than to just PBL.
Designing Schools for Meaningful Impact
/I'm grateful for the opportunity to share my journey and insights on expanding educational opportunities for students at the recent Accelerate ED convening in Houston. It was a deeply rewarding experience to engage with so many attendees who connected with my story. Finding common ground was not expected but quite appreciated!
I’m so thankful to be a part of this vital work and look forward to what’s next for the Michigan Design Team!
A Missing Element in Some Primary-Grade Reading Classes: Motivation→
/Seth A. Parsons and Joy Dangora Erickson, writing for Kappan
"We support the fundamentals of the science of reading... However, if we teach these components of reading without regard for motivation, we are undermining our efforts at supporting students’ literacy learning."
This makes logical sense but can get lost in practice if not explicitly called out. By integrating activities that are relevant, engaging, and collaborative, we respect students' diverse needs and interests, thereby promoting a deeper, more enduring engagement with reading.
What’s Ahead for the AP Program: Discussing and Prioritizing Potential Changes→
/Trevor Packer, Senior Vice President for AP and Instruction at the College Board, back in August 2023:
"The research does seem clear that incorporating projects can be a more expansive way to measure learning..."
Long perceived as a benchmark of excellence in high school education, the AP's pivot towards project-based learning (PBL) represents a deeper understanding of what constitutes effective learning. PBL is not just an alternative teaching method; it's an approach that can provide a more nuanced and comprehensive assessment of a student's abilities and understanding.
The shift to PBL acknowledges that learning transcends the traditional boundaries of rote memorization and regurgitation of facts. It's about applying knowledge in real-world scenarios, problem-solving, and innovation. This approach aligns well with current educational research, which underscores the importance of experiential learning in developing critical thinking, collaboration, and adaptive skills.
However, Packer maintains the need to balance between new and old methodologies. He states:
"Keeping part of the score based on something that is proctored and timed is valuable to us. But we don’t have to base all of it on that."
His point emphasizes the continued relevance of traditional assessments. Timed, proctored exams have their place in measuring certain types of knowledge and skills, particularly under pressure. I can’t argue that, but the blend of project-based assessments with traditional exams offers a more holistic approach to evaluating student achievement. A more hybrid assessment ensures that students are not only adept at theoretical knowledge but also proficient in practical application and problem-solving.
In essence, the AP's move towards incorporating more PBL into its curriculum reflects a broader shift in educational philosophy. It's an acknowledgment that the ways we measure learning need to be as diverse and multifaceted as the learners themselves. By adapting to include more project-based assessments, the AP Program is not only maintaining its high standards but also evolving to meet the diverse needs and talents of students in a complex, rapidly changing world.
The Power of Space→
/From NBS Commercial Interiors:
“This project aligned with the district’s strategic vision to enhance student-centered instructional practices and modernize learning environments.”
I feel privileged to have led this project, which began two years ago with tours of furniture showrooms and innovative schools, where we gathered valuable input from teachers and principals. Their perspectives were instrumental in shaping our approach to creating flexible, engaging learning environments.
In these updates, we've moved beyond the traditional concept of teachers transmitting information to passive students, to a more dynamic and interactive model. Our classrooms are now designed to facilitate various groupings and encourage active participation, nurturing the problem-solving and collaboration skills essential for future success.
This project is more than a physical transformation; it represents a deep commitment to enhancing the learning experience, allowing teachers to plan instruction that it more interactive, engaging, and effective for every student. This shift is a testament to our dedication to preparing students for a future that values adaptability, teamwork, and innovative thinking.
Critical Reflection and Learning from Others→
/Dr. Pedro Noguera, in an article from 2019:
“We must be willing to ask ourselves: 'Is the way we have organized our schools helping our students?' If the data suggests not, then we must be willing to critically reflect on our practices and learn from educators who get better results by doing things differently. We are overdue for a paradigm shift, one that puts a drive for excellence through equity at the center of American education."
Essential Learning Outcomes at Bay City Central High School
/Central High School is in the initial phase of its first year of redesigning its curriculum and instruction, focusing on teaching and assessing essential learning outcomes like agency, collaboration, communication, and knowledge and thinking. This video captures the early yet significant progress being made. It's evident in the way students, teachers, and leaders have wholeheartedly adopted these core values.
Visiting Central High School, the commitment to innovation is unmistakable. Everyone involved is deeply invested in effectively implementing these outcomes for the benefit of students. This dedication is visible in every classroom and interaction.
"But There's No Time!"→
/Grant Wiggins, writing for ASCD in 2012:
"Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning."
And also:
"Although the universal teacher lament that there's no time for such feedback is understandable, remember that 'no time to give and use feedback' actually means 'no time to cause learning.'"
When I was a principal, a parent complained about an art teacher not updating grades often enough. I talked to the teacher, who invited me to observe her class. What I saw sticks with me today. She constantly moved, observed student practice, and gave quick, useful feedback on their work. She wasn't focused on grades because she was helping students improve in real time. I told the parent everything was fine and never questioned the teacher’s grading practices again.
Such practices ought to extend beyond the art classroom.
Creating Clarity on Equity in Schools→
/Pedro & Joaquin Noguera, writing on equity leadership for ASCD:
"Based on our years of experience as researchers and thought partners with district and school leaders, we have found that leaders who have made the greatest progress in advancing equity, and who are best able to withstand political attacks, are those who are able to articulate a clear vision, devise concrete strategies, set measurable goals, and implement an action plan."
A vision for equity is more than a poster on the wall; it's a continuous conversation with the community. Leaders must regularly engage with the entire community to make sure the vision is not only clear but also actionable and aligned with collectively shared values. This isn't just a procedural step during strategic planning; it's the foundation for any meaningful effort to advance equity in our schools.
AI in Schools: More Than Just a Fad→
/Hadi Parvoti, CEO of code.org, on the future outlook of curriculum and instruction in a world where Artificial Intelligence and Large Language Models like ChatGPT are commonplace:
"In five years I'm quite confident that our school system will recognize not only that these tools are here to stay but that teaching kids how to be amazing problem solvers, critical thinkers, and collaborators using these digital tools is going to be a key part and reason for education."
Just as calculators revolutionized how we teach math—enabling us to go beyond basic arithmetic to explore higher-level concepts—AI is set to expand the horizons of what's possible in the classroom. It's not about sidelining teachers or making students overly reliant on technology. It's about leveraging these tools to enhance the educational experience.
What Parvoti is talking about is a shift from a knowledge-based model to a skills-based model. One where we're not ditching the classics; we're giving them a 21st-century update so that we can equip students with the skills they need to navigate a world where digital literacy isn't optional; it's essential.