When these three ingredients are present in a truly student-centered lesson, students are most likely to learn both academic content and productive habits of mind.
Two Vista High School students describe how the process of self-discovery within Challenge-Based Learning helps them progress as learners.
Higginson Elementary School in Boston addresses inequitable access to technology, especially for students with disabilities who need technological accommodations, with a tech-enabled project-based-learning curriculum.
The UDL guidelines offer a valuable framework for educators who have embraced next-generation learning to improve teaching and learning for all people by designing at the margins.
Two strategies for building a classroom culture for deep learning are zooming in on one's own behaviors and zooming out on the broader school environment.
Teachers may use 4 pedagogical strategies to meet the needs of students who are chronically absent, have a learning disability, or are easily bored.
The Transforming Learning Collaborative provides educator-to-educator professional learning in support of learning/school redesign. Key ingredients are authentic, real-world contexts, experiential learning, collaboration, and mentoring.
Students often find group work frustrating, divisive and unsuccessful. Experiential learning principles frame group activities to be engaging, meaningful, and effective.
Building Writing Skills, Fostering Agency: The National Writing Project's Student Using Sources Tool
Teachers helped the National Writing Project develop and test a peer-review tool designed to help students improve their evidence-based arguments in writing.
Vista High School students describe their experience with Challenge-Based Learning, striving to find solutions in their daily lives.