Bob Lenz, Justin Wells, Sally Kingston
Transforming Schools Using Project-Based Learning, Performance Assessment, and Common Core Standards
Bob Lenz, Justin Wells, Sally Kingston
Transforming Schools Using Project-Based Learning, Performance Assessment, and Common Core Standards
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Shows how the concept of deeper learning can meet the need for students who are both college and career ready and engaged in their own education. This book explains how project-based learning can blend with Common Core-aligned performance assessment for deeper learning.
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Shows how the concept of deeper learning can meet the need for students who are both college and career ready and engaged in their own education. This book explains how project-based learning can blend with Common Core-aligned performance assessment for deeper learning.
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Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Produktdetails
- Produktdetails
- Verlag: John Wiley & Sons Inc
- Seitenzahl: 304
- Erscheinungstermin: 27. Januar 2015
- Englisch
- Abmessung: 236mm x 180mm x 20mm
- Gewicht: 542g
- ISBN-13: 9781118739747
- ISBN-10: 1118739744
- Artikelnr.: 40556215
- Verlag: John Wiley & Sons Inc
- Seitenzahl: 304
- Erscheinungstermin: 27. Januar 2015
- Englisch
- Abmessung: 236mm x 180mm x 20mm
- Gewicht: 542g
- ISBN-13: 9781118739747
- ISBN-10: 1118739744
- Artikelnr.: 40556215
Bob Lenz is cofounder and Chief of Innovation of Envision Education, which includes Envision Schools, and Envision Learning Partners. Justin Wells is a founding English teacher of Envision Schools. Sally Kingston, PhD, is the Senior Education Analyst at Applied Engineering Management Corporation.
Video Contents vii
Acknowledgments xiii
About the Authors xv
Foreword by TonyWagner xvii
Introduction: Why Learning Must Go Deeper 1
Breadth versus depth--it's an old struggle. Stopstruggling. Go with depth. It's the only way to engagestudents in the present and to prepare them for their futures.
1 Transforming the Graduate 19
Everything maps backward from a redefinition of what it means tograduate from high school. Know, do, reflect: our unifiedtheory.
2 Designing a Standards-Aligned Performance Assessment System41
A school that is dedicated to deeper learning is a school thathas established a coherent, schoolwide, standards-alignedperformance assessment system. We explain what this means, whyit's vital, and how to work toward this challenging buttransformative goal.
3 Project-Based Learning--It's the How (and theWhy) 65
Learning is deepest when it culminates in an act of creation. Aswe walk through an example project, we show how PBL is the mosteffective and efficient means to our ends: preparing students forrigorous performance assessments, meeting state standards, and,most important, making learning matter to students.
4 Transforming School Culture 101
Transforming the lives of students requires a culture thatbelieves it's possible. We describe how to nurture a culturefor deeper learning.
5 Transforming School Systems 123
Without supporting structures, a school's mission is talkwithout action. We outline the school structures that sustaindeeper learning, including advisory, project-based scheduling,common planning time, community meetings, student internships, andgrading.
6 Leadership for Deeper Learning 147
As stewards of the school's mission, leaders must ensureintegrity and consistency through all the layers of theorganization. Here we offer philosophical and practical advice onhow to lead a school through
transformative change.
7 A Call to Action 161
A movement is a small step taken by many people. Here are threeways to take a first step toward deeper learning.
Appendix: SupplementaryMaterial 173
Index 267
Acknowledgments xiii
About the Authors xv
Foreword by TonyWagner xvii
Introduction: Why Learning Must Go Deeper 1
Breadth versus depth--it's an old struggle. Stopstruggling. Go with depth. It's the only way to engagestudents in the present and to prepare them for their futures.
1 Transforming the Graduate 19
Everything maps backward from a redefinition of what it means tograduate from high school. Know, do, reflect: our unifiedtheory.
2 Designing a Standards-Aligned Performance Assessment System41
A school that is dedicated to deeper learning is a school thathas established a coherent, schoolwide, standards-alignedperformance assessment system. We explain what this means, whyit's vital, and how to work toward this challenging buttransformative goal.
3 Project-Based Learning--It's the How (and theWhy) 65
Learning is deepest when it culminates in an act of creation. Aswe walk through an example project, we show how PBL is the mosteffective and efficient means to our ends: preparing students forrigorous performance assessments, meeting state standards, and,most important, making learning matter to students.
4 Transforming School Culture 101
Transforming the lives of students requires a culture thatbelieves it's possible. We describe how to nurture a culturefor deeper learning.
5 Transforming School Systems 123
Without supporting structures, a school's mission is talkwithout action. We outline the school structures that sustaindeeper learning, including advisory, project-based scheduling,common planning time, community meetings, student internships, andgrading.
6 Leadership for Deeper Learning 147
As stewards of the school's mission, leaders must ensureintegrity and consistency through all the layers of theorganization. Here we offer philosophical and practical advice onhow to lead a school through
transformative change.
7 A Call to Action 161
A movement is a small step taken by many people. Here are threeways to take a first step toward deeper learning.
Appendix: SupplementaryMaterial 173
Index 267
Video Contents vii
Acknowledgments xiii
About the Authors xv
Foreword by TonyWagner xvii
Introduction: Why Learning Must Go Deeper 1
Breadth versus depth—it’s an old struggle. Stop struggling. Go with depth. It’s the only way to engage students in the present and to prepare them for their futures.
1 Transforming the Graduate 19
Everything maps backward from a redefinition of what it means to graduate from high school. Know, do, reflect: our unified theory.
2 Designing a Standards-Aligned Performance Assessment System 41
A school that is dedicated to deeper learning is a school that has established a coherent, schoolwide, standards-aligned performance assessment system. We explain what this means, why it’s vital, and how to work toward this challenging but transformative goal.
3 Project-Based Learning—It’s the How (and the Why) 65
Learning is deepest when it culminates in an act of creation. As we walk through an example project, we show how PBL is the most effective and efficient means to our ends: preparing students for rigorous performance assessments, meeting state standards, and, most important, making learning matter to students.
4 Transforming School Culture 101
Transforming the lives of students requires a culture that believes it’s possible. We describe how to nurture a culture for deeper learning.
5 Transforming School Systems 123
Without supporting structures, a school’s mission is talk without action. We outline the school structures that sustain deeper learning, including advisory, project-based scheduling, common planning time, community meetings, student internships, and grading.
6 Leadership for Deeper Learning 147
As stewards of the school’s mission, leaders must ensure integrity and consistency through all the layers of the organization. Here we offer philosophical and practical advice on how to lead a school through
transformative change.
7 A Call to Action 161
A movement is a small step taken by many people. Here are three ways to take a first step toward deeper learning.
Appendix: SupplementaryMaterial 173
Index 267
Acknowledgments xiii
About the Authors xv
Foreword by TonyWagner xvii
Introduction: Why Learning Must Go Deeper 1
Breadth versus depth—it’s an old struggle. Stop struggling. Go with depth. It’s the only way to engage students in the present and to prepare them for their futures.
1 Transforming the Graduate 19
Everything maps backward from a redefinition of what it means to graduate from high school. Know, do, reflect: our unified theory.
2 Designing a Standards-Aligned Performance Assessment System 41
A school that is dedicated to deeper learning is a school that has established a coherent, schoolwide, standards-aligned performance assessment system. We explain what this means, why it’s vital, and how to work toward this challenging but transformative goal.
3 Project-Based Learning—It’s the How (and the Why) 65
Learning is deepest when it culminates in an act of creation. As we walk through an example project, we show how PBL is the most effective and efficient means to our ends: preparing students for rigorous performance assessments, meeting state standards, and, most important, making learning matter to students.
4 Transforming School Culture 101
Transforming the lives of students requires a culture that believes it’s possible. We describe how to nurture a culture for deeper learning.
5 Transforming School Systems 123
Without supporting structures, a school’s mission is talk without action. We outline the school structures that sustain deeper learning, including advisory, project-based scheduling, common planning time, community meetings, student internships, and grading.
6 Leadership for Deeper Learning 147
As stewards of the school’s mission, leaders must ensure integrity and consistency through all the layers of the organization. Here we offer philosophical and practical advice on how to lead a school through
transformative change.
7 A Call to Action 161
A movement is a small step taken by many people. Here are three ways to take a first step toward deeper learning.
Appendix: SupplementaryMaterial 173
Index 267
Video Contents vii
Acknowledgments xiii
About the Authors xv
Foreword by TonyWagner xvii
Introduction: Why Learning Must Go Deeper 1
Breadth versus depth--it's an old struggle. Stopstruggling. Go with depth. It's the only way to engagestudents in the present and to prepare them for their futures.
1 Transforming the Graduate 19
Everything maps backward from a redefinition of what it means tograduate from high school. Know, do, reflect: our unifiedtheory.
2 Designing a Standards-Aligned Performance Assessment System41
A school that is dedicated to deeper learning is a school thathas established a coherent, schoolwide, standards-alignedperformance assessment system. We explain what this means, whyit's vital, and how to work toward this challenging buttransformative goal.
3 Project-Based Learning--It's the How (and theWhy) 65
Learning is deepest when it culminates in an act of creation. Aswe walk through an example project, we show how PBL is the mosteffective and efficient means to our ends: preparing students forrigorous performance assessments, meeting state standards, and,most important, making learning matter to students.
4 Transforming School Culture 101
Transforming the lives of students requires a culture thatbelieves it's possible. We describe how to nurture a culturefor deeper learning.
5 Transforming School Systems 123
Without supporting structures, a school's mission is talkwithout action. We outline the school structures that sustaindeeper learning, including advisory, project-based scheduling,common planning time, community meetings, student internships, andgrading.
6 Leadership for Deeper Learning 147
As stewards of the school's mission, leaders must ensureintegrity and consistency through all the layers of theorganization. Here we offer philosophical and practical advice onhow to lead a school through
transformative change.
7 A Call to Action 161
A movement is a small step taken by many people. Here are threeways to take a first step toward deeper learning.
Appendix: SupplementaryMaterial 173
Index 267
Acknowledgments xiii
About the Authors xv
Foreword by TonyWagner xvii
Introduction: Why Learning Must Go Deeper 1
Breadth versus depth--it's an old struggle. Stopstruggling. Go with depth. It's the only way to engagestudents in the present and to prepare them for their futures.
1 Transforming the Graduate 19
Everything maps backward from a redefinition of what it means tograduate from high school. Know, do, reflect: our unifiedtheory.
2 Designing a Standards-Aligned Performance Assessment System41
A school that is dedicated to deeper learning is a school thathas established a coherent, schoolwide, standards-alignedperformance assessment system. We explain what this means, whyit's vital, and how to work toward this challenging buttransformative goal.
3 Project-Based Learning--It's the How (and theWhy) 65
Learning is deepest when it culminates in an act of creation. Aswe walk through an example project, we show how PBL is the mosteffective and efficient means to our ends: preparing students forrigorous performance assessments, meeting state standards, and,most important, making learning matter to students.
4 Transforming School Culture 101
Transforming the lives of students requires a culture thatbelieves it's possible. We describe how to nurture a culturefor deeper learning.
5 Transforming School Systems 123
Without supporting structures, a school's mission is talkwithout action. We outline the school structures that sustaindeeper learning, including advisory, project-based scheduling,common planning time, community meetings, student internships, andgrading.
6 Leadership for Deeper Learning 147
As stewards of the school's mission, leaders must ensureintegrity and consistency through all the layers of theorganization. Here we offer philosophical and practical advice onhow to lead a school through
transformative change.
7 A Call to Action 161
A movement is a small step taken by many people. Here are threeways to take a first step toward deeper learning.
Appendix: SupplementaryMaterial 173
Index 267
Video Contents vii
Acknowledgments xiii
About the Authors xv
Foreword by TonyWagner xvii
Introduction: Why Learning Must Go Deeper 1
Breadth versus depth—it’s an old struggle. Stop struggling. Go with depth. It’s the only way to engage students in the present and to prepare them for their futures.
1 Transforming the Graduate 19
Everything maps backward from a redefinition of what it means to graduate from high school. Know, do, reflect: our unified theory.
2 Designing a Standards-Aligned Performance Assessment System 41
A school that is dedicated to deeper learning is a school that has established a coherent, schoolwide, standards-aligned performance assessment system. We explain what this means, why it’s vital, and how to work toward this challenging but transformative goal.
3 Project-Based Learning—It’s the How (and the Why) 65
Learning is deepest when it culminates in an act of creation. As we walk through an example project, we show how PBL is the most effective and efficient means to our ends: preparing students for rigorous performance assessments, meeting state standards, and, most important, making learning matter to students.
4 Transforming School Culture 101
Transforming the lives of students requires a culture that believes it’s possible. We describe how to nurture a culture for deeper learning.
5 Transforming School Systems 123
Without supporting structures, a school’s mission is talk without action. We outline the school structures that sustain deeper learning, including advisory, project-based scheduling, common planning time, community meetings, student internships, and grading.
6 Leadership for Deeper Learning 147
As stewards of the school’s mission, leaders must ensure integrity and consistency through all the layers of the organization. Here we offer philosophical and practical advice on how to lead a school through
transformative change.
7 A Call to Action 161
A movement is a small step taken by many people. Here are three ways to take a first step toward deeper learning.
Appendix: SupplementaryMaterial 173
Index 267
Acknowledgments xiii
About the Authors xv
Foreword by TonyWagner xvii
Introduction: Why Learning Must Go Deeper 1
Breadth versus depth—it’s an old struggle. Stop struggling. Go with depth. It’s the only way to engage students in the present and to prepare them for their futures.
1 Transforming the Graduate 19
Everything maps backward from a redefinition of what it means to graduate from high school. Know, do, reflect: our unified theory.
2 Designing a Standards-Aligned Performance Assessment System 41
A school that is dedicated to deeper learning is a school that has established a coherent, schoolwide, standards-aligned performance assessment system. We explain what this means, why it’s vital, and how to work toward this challenging but transformative goal.
3 Project-Based Learning—It’s the How (and the Why) 65
Learning is deepest when it culminates in an act of creation. As we walk through an example project, we show how PBL is the most effective and efficient means to our ends: preparing students for rigorous performance assessments, meeting state standards, and, most important, making learning matter to students.
4 Transforming School Culture 101
Transforming the lives of students requires a culture that believes it’s possible. We describe how to nurture a culture for deeper learning.
5 Transforming School Systems 123
Without supporting structures, a school’s mission is talk without action. We outline the school structures that sustain deeper learning, including advisory, project-based scheduling, common planning time, community meetings, student internships, and grading.
6 Leadership for Deeper Learning 147
As stewards of the school’s mission, leaders must ensure integrity and consistency through all the layers of the organization. Here we offer philosophical and practical advice on how to lead a school through
transformative change.
7 A Call to Action 161
A movement is a small step taken by many people. Here are three ways to take a first step toward deeper learning.
Appendix: SupplementaryMaterial 173
Index 267