Core Practices for Project-Based Learning: A Guide for Teachers and Leaders. Core Practices in Education Series

Autor/inn/en	Grossman, Pam; Herrmann, Zachary; Kavanagh, Sarah Schneider; Dean, Christopher G. Pupik
Titel	Core Practices for Project-Based Learning: A Guide for Teachers and Leaders. Core Practices in Education Series
Quelle	(2021), (192 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-68253-642-1
Schlagwörter	Leitfaden; Unterricht; Lehrer; Student Projects; Active Learning; Educational Strategies; Program Implementation; Educational Objectives; Student Centered Learning; Curriculum Design; Cooperative Learning; Thinking Skills; Interdisciplinary Approach; Decision Making; Teaching Methods; Case Studies + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Schulprojekt; Aktives Lernen; Lehrstrategie; Educational objective; Bildungsziel; Erziehungsziel; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrplangestaltung; Kooperatives Lernen; Denkfähigkeit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study
Abstract	"Core Practices for Project-Based Learning" offers a framework and essential set of strategies for successfully implementing project-based learning (PBL) in the classroom. Centering on teaching practice, this work moves beyond project planning to focus on the complex instructional demands of the student-centered PBL approach. Pam Grossman and her colleagues draw on their research with teachers, educational leaders, and curriculum designers to identify the instructional goals, practices, and mindsets that enable educators to effectively facilitate deep learning in PBL environments. The authors first define the four primary teaching goals of the PBL model: supporting subject-area learning, engaging students in authentic work, encouraging student collaboration and agency, and building an iterative culture where students are always prototyping, reflecting, and trying again. They then equip educators with ten key practices that serve these goals. These practices include methods to elicit higher-order thinking, engage students in disciplinary and interdisciplinary practice, and mentor student decision making. The authors guide educators from a clear starting place through a series of concrete, manageable steps that apply whether they are initiating PBL or working to improve the quality of existing PBL implementation. Extended case studies illustrate the use of the core practices in real-world situations. "Core Practices for Project-Based Learning" is an invaluable resource to help educators realize their instructional vision and create meaningful student experiences. (As Provided).
Anmerkungen	Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://hepg.org/hep-home/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01