A mathematics teacher at High Tech High describes how project-based learning can work effectively in math classrooms.

An experience of project-based learning--and reflecting on it--helped teachers at High Tech High understand not only the what and how of the project, but also the why.

The Buck Institute for Education is launching en effort to develop guidelines for effective project-based learning.

New studies confirm the importance of teacher collaboration and the role of school leadership in fostering it.

In part two of their posts on project-based learning, John Larmer and Bob Lenz of the Buck Institute for Education address some of the commonly heard questions about the practice.

Bob Lenz and John Larmer of the Buck Institute for Education show how high-quality project-based learning can be based in rigorous content and develop deeper learning competencies.

In the second of two posts, Kathleen Cushman recounts the story of how a new teacher learned to meet students where they are.

Kathleen Cushman presents the story of a young teacher who makes her way to connect with students.

A new study from Stanford researchers suggests ways to design assessments that engage students and motivate them to demonstrate their knowledge and skills.

Jal Mehta offers advice about the pitfalls that could doom teaching for deeper learning.

The opinions expressed in Learning Deeply are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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