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Project-Based Learning (PBL) naturally lends itself to differentiated instruction. By design, it is student-centered, student-driven and gives space for teachers to meet the needs of students in a variety of ways. PBL can allow for effective differentiation in assessment as well as daily management and instruction. PBL experts will tell you this, but I often hear teachers ask for real examples, specifics to help them contextualize what it "looks like" in the classroom.
It's common knowledge that people can learn as much from their mistakes as anything. And yet traditional teaching methods often deny students the chance to learn from their mistakes by preventing them from making mistakes. In social studies and science, for example, a lot of teachers tell students how to scale and label their axes when plotting data on a line graph. This prevents students from mistakenly assigning the dependent variable to the x-axis and the independent variable to the y-axis, or running out of room on their paper by going with ones or tens for their scales instead of hundreds or thousands. Setting students up for success like this may seem like the right thing to do. After all, why let kids experience the frustration of botching something when you can prevent it?
Last week on a visit to Mount Saint University in Halifax, Canada, I was so surprised by the huge influence of mobile technology on the lives of students. I would venture and say 90 percent of the students I saw there all were in some sort interacting with their mobile devices.
Advice, discussions, and reviews from the Parents of Teens weekly email newsletter. Berkeley Parents Network > Advice > Teens, Preteens, & Young Adults > Poor Performance in High School 15yo is marginal student at private school we struggle to pay for June 2011 Our 15 year old is marginal student at a Catholic high school the cost of which is currently a financial burden exacerbated by both parents being unemployed.