Personalized Learning & PBL Category 1
Here is a collection of articles written on the EdVisions model and network schools.
Personalized Learning and Project Based Learning articles
*All articles are available upon request by emailing firstname.lastname@example.org
Category 1: Self-directed, project-based learning is the primary focus; driven by constructivist pedagogy.
Duke, N. K., Halvorsen, A., & Strachan, S. L. (2016). Project-based learning not just for stem anymore. Phi Delta Kappan, 98(1), 14-19.
The popularity of project-based learning has been driven in part by a growing number of STEM schools and programs. But STEM subjects are not the only fertile ground for project-based learning (PBL). Social studies and literacy content, too, can be adapted into PBL units to benefit teaching and learning, the authors argue. They review key studies on PBL in social studies and literacy education, two examples of successful social studies/literacy PBL units, and conclude with tips for developing social studies and literacy projects in classrooms.
Dweck, C. S. (2007). Mindset: How we can learn to fulfill our potential. New York, NY: Random House Publishing.
After decades of research, world-renowned Stanford University psychologist Carol S. Dweck, Ph.D., discovered a simple but groundbreaking idea: the power of mindset. In this brilliant book, she shows how success in school, work, sports, the arts, and almost every area of human endeavor can be dramatically influenced by how we think about our talents and abilities. People with a fixed mindset-those who believe that abilities are fixed-are less likely to flourish than those with a growth mindset-those who believe that abilities can be developed. Mindset reveals how great parents, teachers, managers, and athletes can put this idea to use to foster outstanding accomplishment.
Martinez, M., & McGrath, D. (2014). Technology alone won't transform teacher to facilitator. Phi Delta Kappan, 96(1), 41-45.
The article discusses the role of technology in facilitating educational reform in the U.S., arguing that technological innovations in isolation will not bring about effective educational change. The author then asserts that only re-examination of curriculum design, student learning, and teacher roles could promote deeper learning when paired with technological innovations.
Nowell, L. E. (2014). 360° assessment. Independent School, 73(2), 56.
The article looks at how an increased emphasis on experiential learning has impacted student assessment, discussing how to measure the impact of educational innovations. Particular attention is given to programs implemented at U.S. independent schools that utilize new technologies and improved professional development to prepare students to address social, political, and environmental issues. The author suggests an assessment metric that improves students' comprehension as well as offers feedback.
Richardson, W. (2012). Preparing students to learn without us. Educational Leadership, 69(5), 22-26.
The article discusses the ways in which U.S. education and curricula are changing in order to personalize learning approaches in the face of increased common education standards. The author comments on New Jersey's Hunterdon Central Regional High School's use of inquiry-based teaching methods, as well as the use of educational technology such as blogs and other Web 2.0 technologies by teacher Anne Smith of Arapahoe High School in Colorado. Also discussed are the differences between personalized self-directed learning that is available in online networks and the personalized learning opportunities of students in schools.
Strategies for Implementing Personalized Learning in Rural Schools. (2017). Education Digest, 83(3), 40-50.
The article offers strategies for implementing a personalized learning, a student-centered approach to help the students develop deeper learning competencies, in rural schools. These include the development of a clear vision and plan of action when transitioning to a personalized learning model by district leaders, the need for rural leaders to collaborate with other Future Ready Schools, and provision of funds by state governments and departments of education to support the implementation.
Zuniga, A., & Cooper, T. M. (2016). Project-based learning. Educational Leadership, 73(9), 72-76.
The article discusses seven ways to make project-based learning work based on the experiences of school leaders, teachers and students at Abraham Lincoln High School in the San Jose Unified School Districts in California. Topics include suggestions to ensure clear and consistent communication from administrators, to strengthen district awareness and support and to manage misperceptions. Also mentioned are recommendations to start small and grow and to encourage collaboration among teachers.