Announcements

AERA 2023 Symposium: PBL and SEL

How Can Elementary Science Curriculum Support Student Learning, Teacher Practices, and Inclusiveness in Classrooms? https://tinyurl.com/2qjdqfa9 Sat, April 15, 8:00 to 9:30am CDT (6:00 to 7:30am PDT), Chicago Marriott Downtown Magnificent Mile, Floor: 4th Floor, Clark – 1/2 Marriott Ballroom Project-based Learning (PBL) supports students in making sense of phenomena to answer meaningful questions through collaboration, […]

AERA 2023 PBL Symposium

PBL of the Future: From Equity-Adjacent to Equity-Infused https://tinyurl.com/2gqqwlgd Thu, April 13, 9:50 to 11:20am CDT (7:50 to 9:20am PDT), Hyatt Regency Chicago, Floor: East Tower – Concourse Level, Michigan 2 This symposium includes five research projects across diverse disciplines, grades, and contexts, seeking to better understand how project-based learning (PBL) can contribute to aims […]

SREE: Observing Equity and Inclusion in Effectiveness Research

Conference Date/Time: Thursday, September 22, 2022 5:30 PM - 7:00 PM ET

Location: Renaissance Arlington Capitol View Hotel - Salon 1 - 4

Speakers: Barbara Schneider

SESSION DESCRIPTION

This presentation reflects on my experiences as a sociologist conducting randomized trials, focusing on two experiments that evaluated the effects of a new science intervention designed for elementary and secondary schools with oversamples of low-income and minority students. Over the last decades, well-designed randomized control trials have moved beyond measuring whether the treatment worked and now routinely consider the magnitude of that effect for different participants in the sampled population. Less frequently undertaken, however, is systematic attention on the context in which the intervention was implemented and how that may be contributing to the treatment effect. Obtaining deep contextual evidence with a broad range of methods brings a richness of interdisciplinarity to the conduct of RCTs, addressing the intricacies of social life that could enhance or impede an intervention’s effectiveness.

AERA 2022 UPenn Presentations

Variable Take-Up of Professional Development: How Activity Systems Influence Teachers’ Enactment of Project-Based Learning Fri, April 22, 2:30 to 4:00pm PDT Presenters: Tess Bernhard, The University of PennsylvaniaAmy Guillotte, University of PennsylvaniaSarah Schneider Kavanagh, University of Pennsylvania This comparative case study of three high school science teachers in a project-based learning (PBL) professional development (PD) […]

AERA: Elevating Student Agency to Promote Equity and Authenticity in Student-Led Projects

8:00 AM - 9:30 AM PDT on Monday, April 25

Chair: David Kidd, Harvard University Graduate School of Education

Discussant: Vanessa Svihla, University of New Mexico

Authors: Alison Boardman, University of Colorado - Boulder; Emily Miller, University of Wisconsin - Madison; Chaebong Nam, Harvard University; Gavin Tierney, California State University - Fullerton; Benjamin Walsh, University of Colorado - Boulder

Researchers and educators informed by sociocultural theories continue to pursue pedagogies that re-imagine students as active learners and co-constructors of disciplines of study. Paradigm shifts are seldom simple, and efforts to prioritize student agency may push students and teachers into unfamiliar and sometimes uncomfortable roles. As educators work to expand powerful, student-centered pedagogies like project-based learning (PjBL) into more classrooms and disciplines, it is critical to understand the challenges these approaches may pose for all learners, but especially those often marginalized or traditionally underserved by schools. The five papers in this symposium address these challenges directly from different angles, together revealing a multi-dimensional picture of the role of student agency in project-based learning in language arts, science, and civics classrooms.

NARST 2022- March 29th

Socioemotional Factors in Science Teaching and Learning Date: March 29, 3:40 – 5:10 PM Curriculum-Aligned Instruction and Formative Assessments: Promote Students’ Academic and Social-Emotional Learning Speakers: I-Chien Chen, Tingting Li, Selin Akgun, Emily C. Miller, Joseph Krajcik, Barbara Schneider (MSU) Using ML-PBL Teaching Practices to Support Student Sensemaking and Social-Emotional Learning in Elementary Science Classrooms […]

NARST 2022- March 30th, Morning

Teacher change of practice during Project-based science learning enactment: Case Studies across diverse contexts Date: March 30, 10:30 AM – 12:00 PM Discussant: Sam Severance, UC, Santa Cruz Presider: Joseph S. Krajcik, MSU Panelists: Miranda Fitzgerald, Tingting Li, Cory Miller, Emily Miller, Selin Akgun, Katy Easley, Susan Codere SESSION DESCRIPTION This poster session uses case […]

NARST 2022- March 30th, Afternoon

Project-based Learning Contexts for Developing Adaptation Design Principles that Promote Engagement and Equity Date: March 30, 1:30 PM – 3:00 PM Discussant: Sam Severance, UC, Santa Cruz Presider: Joseph S. Krajcik, MSU Using Adaptation Principles to Support Teacher Agency in Professional Learning Speakers: Emily Miller and Susan Codere (MSU) PBL Adaptation Principles to Support Equitable […]

Better Together: Connecting Project-Based Learning & Competency-Based Education

Conference Date/Time: March 30th, 2022 1:00pm EST

Speakers: Telsa Comunale, Kristin De Vivo, Heather Harlen, Christy Kingham, Ayris Sanders, Rochelle Urban

SESSION DESCRIPTION

As we seek to shift the U.S. system of education toward competency-based education (CBE), project-based learning (PBL) offers a powerful, complementary strategy for greater student engagement and more authentic learning inside and outside the classroom, and vice versa. But how do CBE and PBL connect in actual implementation?

Please join a presentation and panel discussion on Wednesday, March 30, 2022 from 1:00 – 2:00 PM (ET); 10:00 – 11:00 AM (PT) to hear from experts at Lucas Education Research and Springpoint Schools, as well as a principal, teacher, network leader, and student from a high school that is implementing PBL and CBE together. Gain insights to advance project-based learning practices in your CBE-focused school, district, or other setting—as well as to support your PBL initiatives with competency-based education practices. The presentation will be immediately followed by a 30-minute optional breakout discussion to go deeper into classroom and school implementation of PBL and CBE.

California Science Education Experience

Diving into SFUSD’s FREE NGSS-aligned curriculum for Middle School

Conference Date/Time: October 10th, 2021 10:15am PST

Speakers: Eric Lewis and Priscilla Perez

SESSION DESCRIPTION
Project-based learning is a long-standing approach to education, but it has never seemed more well-suited to preparing students for the future. In this presentation, Duke will share examples of project-based units that have In this workshop, participants will learn about the SFUSD Science Core Curriculum. This curriculum integrates a project-based curriculum with the 5E instructional model. The curriculum is free and can be adapted as needed for any classroom in any district.