Have you read part I? You can check out Why We Need to Keep it Real with PBL here.
The idea behind my two books on project-based learning, Keep It Real With PBL, was to hunker down in the trenches with the teachers who tackle the
The word “engagement” has quickly become yet another cotton candy buzzword in education—sweet, desirable, and inoffensive, but offering little in terms of substance or sustenance. After all, it’s hard to argue against the idea that students should be awake and focused on their learning in
Eddie settled in with his back to the wall in his usual student desk in a classroom where time seemed to move sluggishly. Eddie was a rising senior now, and could not wait to graduate from this classroom, something that, thankfully, would happen in a
I was the type of student teachers want – hard working, teacher-pleasing, bright. Until one day I just quit doing my math homework. My teacher asked me why and I said, “Please just give me a different way to do it! Anything but another worksheet.”
It’s never been more important to get kids excited about STEM (Science, Engineering, Technology, and Math) from an early age. These days, new job growth is more often than not concentrated in these fields, and skills like coding and problem-solving are crucial for all of
Choice, Color, Comfort, and Collaboration
What type of classroom works best to engage ALL learners?
How does this classroom look and sound?
How do the learners feel?
What will they gain from being in this environment?
Will this experience prepare them for future educational endeavors and
“No significant learning occurs without a significant relationship.” - Dr. James Comer
“Kids don’t learn from people they don’t like.” - Dr. Rita Pierson
These quotes are familiar to many in education. And they’re not just simple maxims.
Teachers who intentionally create a classroom environment that supports affirmative
I love the excitement and energy a new school year brings; everyone comes to school with a great attitude and hope for a positive school year. School leaders must commit to harnessing the energy of the start of school and carry it all the way
Learning to read is laborious. Students’ minds are constantly decoding words, remembering what they have read, and making sense of the text. It’s no wonder so many students decide reading just isn’t for them by the middle grades! This doesn’t have to happen, though. Teachers
Has this ever happened to you?
“My lecture went perfectly! I worked the sample problems. I could tell the students really understood the material.”
The next day: “I don’t know what went wrong! I thought all my students understood what I went over yesterday.”
If we’ve been there,