Environmental Project-Based Learning | National Environmental Education Week Preparing the Next Generation of Problem-Solvers through Environmental Project-Based Learning What is E-PBL? Environmental project-based learning (E-PBL) offers opportunities for students to actively explore and address environmental challenges while building skills in teamwork and communication, research, data collection and analysis, community engagement, and reflection. E-PBL enables and requires students to delve deeply into their academic content while investigating issues in their own backyard. Learn more about project-based learning in this short video, Project-Based Learning: Explained, produced by the Buck Institute for Education. Why E-PBL? PBL has been shown to help students develop critical skills while delving deeply into their academic content. The local environment provides an ideal setting for project-based learning. What does E-PBL look like? Get Started! Click here to access PBL-U's Schoolyard Habitat Project guide.
Outdoor and Environmental Education - Defining Terms, Objectives and Purposes, Instructional Methods, History and Status in the United States and Abroad Outdoor education and environmental education are separate but closely related areas of study within the field of education. They share some common content and processes, although they are distinctive in other important ways. Various interpretations have appeared in the literature, but their original purposes have changed very little since their inceptions. This article will define the terms and show their relation to each other and to other related educational movements, describe their objectives and purposes, outline their commonly used instructional methods, briefly trace their historical development in the United States and abroad, discuss their status in American school curricula, and suggest several key issues, controversies, and trends. Defining Terms The term outdoor education emerged in the early 1940s to describe the instructional use of natural and built areas to meet student learning objectives in a variety of subject-matter disciplines through direct experiences. Summary
Section A: Organize | STEMx “Collective impact” models, which feature one “backbone organization” and several partner organizations, typify many state STEM networks. Though these models vary from state to state, they often have similar attributes, such as emphasizing a partner approach, focusing on relationships between organizations and maximizing collective progress toward shared objectives. The theory is that better cross-sector coordination results in greater progress – more so than the isolated action of individual organizations. Through the collective impact model, practitioners have identified a set of preconditions and conditions necessary for network success. Section A below, ORGANIZE, outlines a series of steps networks should consider to fully capitalize on a collective impact approach. Find an Influential Champion Secure Adequate Financial Resources Identify a Backbone Organization Coordinating large groups in a collective initiative takes time, resources and a supporting infrastructure.
Tools Expand your curriculum with our timesaving educational resources that use technology to improve instruction across all content areas and grade levels. Find current resources that align with standards, promote higher-order thinking, and support the development of writing skills. Monitor student research and writing, evaluate student performance, and create bilingual online lessons, classroom calendars, and quizzes in less time than traditional methods. QuizStar Construct online quizzes that can include multimedia. RubiStar Create customized rubrics in English and Spanish. Arcademic Skill Builders Educational Games for students to polish math and language skills. PersuadeStar Provides tools for students to write persuasive essays. Classroom Architect Design a floor plan for your classroom. Equity Locate resources and tools to help you meet the needs of a diverse classroom. TrackStar View thousands of online lessons or quickly create your own. Think Tank Helps student set up topics for reports.
Turn On Your Brain | Resources and Reflection on Contemporary Issues in Education TeachingHumans Pacific Education Institute — Home ISTEM: Indiana Science Technology Engineering Mathematics Algebra - Math Learning Guides Your spacecraft has just touched down in the middle of a bizarre planet overrun by a strange species called "polynomials." They look a little funny, have unusual rules and customs, and don't smell the greatest. But hey, you're a mathronaut, and it is your job to befriend them and communicate that we mean them no harm. A polynomial is an expression consisting of numbers and letters or, as we like to call them in the algebra galaxy, constants and variables. In this unit, we'll probe deep into what makes a polynomial tick. Fine, maybe we do mean them a little harm. In order to perform these experiments on polynomials in as gentle a manner as possible, we'll need to remind ourselves of a few basic rules about exponents. Snap on a pair of rubber gloves and fasten your safety goggles, because the secrets of polynomials are about to be revealed. Now let's talk a bit about polynomials minus the alien analogy.
Habits of Instructional Leaders - Hillsborough, NC Instructional leadership is essential in K-12 schools. What is an instructional leader? A second grade teacher can serve as an instructional leader. Principals and assistant principals should also be viewed as instructional leaders. “One of the tasks of curriculum leadership is to use the right methods to bring the written, the taught, the supported, and the tested curriculums into closer alignment, so that the learned curriculum is maximized” (Glatthorn, 1987, p. 4). How do you 'maximize' the learned curriculum? 3 Ways To Grow As An Instructional Leader 1. I have been participating in Twitter chats for the past two years. 2. According to Schmoker (2006), "Mere collegiality won't cut it. “Schools committed to higher levels of learning for both students and adults will not be content with the fact that a structure is in place to ensure that educators meet on a regular basis. 3. It is difficult to maximize student understanding if you do not know the goals.
Project Based Learning Introducing an irresistible project at the beginning of a unit of study can give students a clear and meaningful reason for learning. Plus, they end up with a product or result that could possibility make a difference in the world! In project based learning students are driven to learn content and skills for an authentic purpose. PBL involves students in explaining their answers to real-life questions, problems, or challenges. It starts with a driving question that leads to inquiry and investigation. Students work to create a product or presentation as their response to the driving question. Technology can be helpful throughout a project, whether students use iPads, Chromebooks, Android tablets, laptops, or desktops.
NH Field Investigation Models Using Field Investigations to Model Scientific Inquiry State and national science standards emphasize the importance of inquiry and problem-solving for today’s students. Field investigations offer rich opportunities for students to practice inquiry in engaging and authentic ways. Key steps in field investigations mirror the inquiry process. Beyond Data Collection Just as New Hampshire is gifted with abundant natural resources, so too do we benefit from plentiful scientific field investigations. Data collectedPrincipal investigators and primary contactsStudy begin and end datesResearch questionHow the data answers the questionSubset of data in a spreadsheetData collection protocolExamples of data analysis, including graphsExamples of questions for data analysisDefinitions and additional resources Maximum and minimum air temperature data collected at Hubbard Brook Experimental Forest. Field Investigation Model HB Max Min Air Temp.pdf HB Max Min Air Temp Data.xls Useful Links