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The Research Behind Genius Hour and Choice in the Classroom - A.J. JULIANI

The Research Behind Genius Hour and Choice in the Classroom - A.J. JULIANI
Updated: I’ve updated this post and page since publishing my most recent book about student choice. I’d love for you to add resources you’ve found in the comments section of this post so I can add them to the list! Since experimenting with “Genius Hour and 20% Time” in my class a few years ago, I’ve been fascinated by the research and history of this practice in education and the business world. This has led me down a long road to eventually writing Inquiry & Innovation in the Classroom (published by Routledge) on inquiry-driven education and choice-based learning experiences. During that time I’ve had hundreds of conversations with fellow teachers practicing choice-based and inquiry-driven learning in some way shape or form (Genius Hour, 20% Time, Passion Projects, Choose2Matter etc). Today I want to shed some light on the research behind choice, and more broadly, inquiry-driven education. I’m breaking the post down into four sections. Inquiry Project Learning Research via Edutopia 1.

DIY Project Based Learning for ELA and History - Heather Wolpert-Gawron - Google Books ENHANCING ENGLISH SKILLS THROUGH PROJECT- BASED LEARNING | Poonpon | THE ENGLISH TEACHER The PDF file you selected should load here if your Web browser has a PDF reader plug-in installed (for example, a recent version of Adobe Acrobat Reader). If you would like more information about how to print, save, and work with PDFs, Highwire Press provides a helpful Frequently Asked Questions about PDFs. Alternatively, you can download the PDF file directly to your computer, from where it can be opened using a PDF reader. To download the PDF, click the Download link above. Fullscreen Fullscreen Off Refbacks There are currently no refbacks. Copyright (c) 2017 Kornwipa Poonpon

How to Reinvent Project Based Learning to Be More Meaningful | PROJECT BASED LEARNING | MindShift | KQED News By Thom Markham This is a crucial time for education. Every system in every country is in the process of figuring out how to reboot education to teach skills, application, and attitude in addition to recall and understanding. Helping students be able to grapple with increased problem solving and inquiry, be better critical and creative thinkers, show greater independence and engagement, and exhibit skills as presenters and collaborators is the challenge of the moment. That’s why so many educators are using the project based learning (PBL) model. However, it’s also time to reboot PBL. If PBL is to become a powerful, accepted model of instruction in the future, a vocabulary change may be in order — preferably to the term project based inquiry. 1. Infusing inquiry into the curriculum is the goal, so that instruction starts with questions rather than broadcasting content. First, think skills. Think strategically. Use PBL for entrepreneurial inquiry. Differentiate subjects. 2. 3. Reflect. 4.

Sparking Curiosity and Solving Real-World Problems Student: These hats are so annoying. Teacher: Put some wood in there now and I think we're ready to go. Can you tell me what you see on that frame? Student: I think I see nectar right there. Student: Ooh, there's honey, there's honey. Teacher: Because of science literacy, our students are active learners who ask questions. Student: Is that larva? Student: Those are definitely larva. Mark: At Birmingham Covington, we pride ourselves on interdisciplinary learning. Student: These are responsible for fruits and vegetables. Mark: Teachers wanted to collaborate to blend expertise in content, so we developed the science literacy to give teachers time to collaborate with each other and with kids, to identify a problem and go out and figure out how to solve it. Tammy: Let's talk about the plan for the day. The students found an article that talked about honey bees possibly going into extinction, and they said, "We should do something with this." So Mrs. Tammy: So we'll have our honey, and-- Teacher: Okay.

Beyond Wit and Grit: Rethinking the Keys to Success | Project Zero Skip to main content SitemapPrivacy PolicyHarvard Graduate School of EducationHarvard University Copyright 2016 President and Fellows of Harvard College | Harvard Graduate School of Education Subscribe to Our Mailing List By submitting this form, you are granting: Project Zero, 13 Appian Way, Cambridge, Massachusetts, 02138, United States, permission to email you. Contact Us ShareThis Copy and Paste Opportunities for Arts Learning in a Digital Age – Wallace Foundation Arts Education|d2020f9f-c87c-4828-b93b-572786ae94a8 Page Content Largely owing to budget cutbacks, arts education is scarce in many public schools, especially in disadvantaged communities. According to this report, though, a “strikingly different landscape,” is found outside of school. Why might this disparity exist? Digital technologies are offering young people new ways to engage in the arts on their own time and according to their own interests. The surge in self-directed art-making among youth is fueled to a large degree by new technologies, which have radically transformed the ability to collaborate on, share and publish work.

An Examination of Teacher Understanding of Project Based Science as a Result of Participating in an Extended Professional Development Program: Implications for Implementation - Mentzer - 2017 - School Science and Mathematics Background A Framework for K-12 Science Education (National Research Council, 2012) and the Next Generation Science Standards ( posited that children learn science by actively engaging in the practices of science. Thus, teachers are urged to implement inquiry-based instruction that blends core science ideas, crosscutting concepts and science and engineering practices (Vega, 2012). However, for many teachers this requires a shift in practices away from one that covers primarily content to one that has children conduct investigations or complete projects that may not have a predetermined “answer.” A common drawback to incorporating instruction that aims to model scientific inquiry is the confusion by teachers between scientific inquiry practices and discovery teaching wherein the teacher simply allows students to explore a phenomenon willy-nilly with no guidance or purpose (Holliday, 2004). LEADERS Program Overview Professional development for teachers Method

The Maker Mind: Jen Ryan TEDx Talk | Project Zero Skip to main content SitemapPrivacy PolicyHarvard Graduate School of EducationHarvard University Copyright 2016 President and Fellows of Harvard College | Harvard Graduate School of Education Subscribe to Our Mailing List By submitting this form, you are granting: Project Zero, 13 Appian Way, Cambridge, Massachusetts, 02138, United States, permission to email you. You may unsubscribe via the link found at the bottom of every email. Contact Us ShareThis Copy and Paste

Google for Education: Case Studies: Leyden High School Challenge Leyden High School recognized the need to bring the Web into the classroom, allowing for a more collaborative and personalized learning environment, and wanted to provide each student with a personal device. The school district had used netbooks in the past, but they were slow, prone to freezing, and often lost Internet connection. The staff needed a solution that was affordable, dependable, low-maintenance, and with a long battery life--sufficient to last throughout the school day. Solution In 2011, the school piloted 300 Google Chromebooks for Education, which offered a web-based operating system and an easy alternative to traditional PCs. RESOURCE NOTES & EVAL. FOR: DIY Project Based Learning for ELA and History RESOURCE NOTES & EVAL: Interdisciplinary Journal of Problem-Based Learning 10.1

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