Each chapter in this book is written by a different educator or team about their experiences with project-based learning, both in and out of the classroom. They reflect not only on the how of project-based learning, but more importantly, on the what and the why. They offer insight into how connecting with learners, honouring their experiences, and promoting deep and rich questioning can be the path to powerful projects and learning.
Each chapter in this book is written by a different educator or team about their experiences with project-based learning, both in and out of the classroom. They reflect not only on the how of project-based learning, but more importantly, on the what and the why. They offer insight into how connecting with learners, honouring their experiences, and promoting deep and rich questioning can be the path to powerful projects and learning. Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
MATT HENDERSON is an award-winning educator who believes that education is meant to create agents for social change. Fascinated by the relationship between experience, ecological literacy, and systems thinking, he enjoys engaging learners in meaningful, deep, and authentic projects. Matt was the founding principal of the innovative Maples Met School, a Big Picture Learning school in Winnipeg's Seven Oaks School division. He is currently Assistant Superintendent, Curriculum and Programs of that division, as well as a PhD student at the University of Manitoba. @henderson204 www.mrhenderson.ca
Inhaltsangabe
CONTENTS Foreword Preface Introduction 1. What Is a Project? Matt Henderson 2. How Does Project-Based Learning Allow for the Development of the Whole Student? Tom Lake and Bonnie Powers 3. How Can Teachers Engage Students with Specific Learning Outcomes (SLOs) While Still Remaining True to the Spirit of Inquiry? Dave Law 4. What Can We Learn When We Live the Math? Glenys MacLeod 5. Insights from a Central American Agro-Conservation International Development Project Laura Sims 6. How Can Projects Work for Our Most Vulnerable Learners? Keith Fulford and Jonathan Dueck 7. How Can Project-Based Learning Work with Learners on the Autism Spectrum? Matt Henderson 8. Getting People on Board the Project-Based Learning Bus Sid Williamson 9. Experiencing Project-Based Learning: Beginning in Teacher Education Theresa Armstrong and Dr. Eva Brown 10. Ecological Literacy and Project-Based Learning Will Burton 11. One House Many Nations: Indigenous Project-Based Collaboration Alex Wilson and Jacob Mans 12. Home-School Projects: Are They Learning the Right Stuff? Bonnie Ferguson-Baird Conclusion: Assessment for Continuity Bonnie Powers and Tom Lake; Glenys MacLeod; Will Burton; Bonnie Ferguson-Baird; Laura Sims; Matt Henderson
CONTENTS Foreword Preface Introduction 1. What Is a Project? Matt Henderson 2. How Does Project-Based Learning Allow for the Development of the Whole Student? Tom Lake and Bonnie Powers 3. How Can Teachers Engage Students with Specific Learning Outcomes (SLOs) While Still Remaining True to the Spirit of Inquiry? Dave Law 4. What Can We Learn When We Live the Math? Glenys MacLeod 5. Insights from a Central American Agro-Conservation International Development Project Laura Sims 6. How Can Projects Work for Our Most Vulnerable Learners? Keith Fulford and Jonathan Dueck 7. How Can Project-Based Learning Work with Learners on the Autism Spectrum? Matt Henderson 8. Getting People on Board the Project-Based Learning Bus Sid Williamson 9. Experiencing Project-Based Learning: Beginning in Teacher Education Theresa Armstrong and Dr. Eva Brown 10. Ecological Literacy and Project-Based Learning Will Burton 11. One House Many Nations: Indigenous Project-Based Collaboration Alex Wilson and Jacob Mans 12. Home-School Projects: Are They Learning the Right Stuff? Bonnie Ferguson-Baird Conclusion: Assessment for Continuity Bonnie Powers and Tom Lake; Glenys MacLeod; Will Burton; Bonnie Ferguson-Baird; Laura Sims; Matt Henderson
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