ÜBER DIESEN PODCAST 🔗
Project-Based Learning
Aktualisierungshäufigkeit:
every 55 days
Durchschnittliche Audiolänge:
7 minutes
Englisch
Vereinigte Staaten
86 Folgen
seit 27. August 2008
episodic
NEUESTE FOLGEN 🔗
Learn how to bring cross-curricular, arts-infused project-based learning into your classroom.
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FRÜHERE EPISODEN 🔗
At Nashville Big Picture High School, students personalize their own learning -- from presenting projects on real-world issues to pitching their own business plans.
At Charles R. Drew Charter School, third-grade students use PBL to prepare for the next Snowpocalypse.
Ralston Elementary School is creating a culture of inquiry to nourish 21st-century learners.
By using real-world problems as projects for children to solve, Crellin Elementary empowers, engages, and excites students about what they can learn and how they can use that knowledge.
Wildwood IB World Magnet School uses the inquiry-based model to put students in charge of their learning, with lessons that stem from student questions and harness the power of curiosity.
Beginning with a central question and driven by curiosity and personal passions, science students at Casey Middle seek answers through research, experimentation, and data analysis.
During Quest to Learn's intensive PBL "Boss Level" challenge, students engage in hands-on projects to practice real-world skills. Learn five steps to design your own classroom challenge, for any school or grade
Assessment can be integrated seamlessly into project-based learning. Find tools for measuring student understanding from the beginning to the end of a project.
When they are directly involved in planning and steering projects, students are more invested in their learning. Get ideas for empowering your students to work independently.
Rechtliche Hinweise: Der auf dieser Seite eingebettete Podcast und das Bildmaterial stammen von Edutopia, The George Lucas Educational Foundation, das Eigentum seines Eigentümers ist und nicht mit Listen Notes, Inc. verbunden ist oder von diesen unterstützt wird.
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