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Announcements

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Book Release Press Release Thought Leadership Resource
October 5, 2021
Thought Leadership

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.

August 18, 2021
Thought Leadership

Anne Frank Project 2021

Believe, Inspire, and Achieve through Project-Based Learning

Conference Date/Time: October 15, 2021 12:00pm EST, Social Justice Festival — The Anne Frank Project

Speaker: Nell K. Duke, University of Michigan

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 been shown to foster achievement, inspire community engagement, and help us believe that students can contribute to creating a more socially just world. 

August 10, 2021
Thought Leadership

2021 ASU+GSV Summit

Where Does The Need to Know Come From? How Project-based Learning Wakes Up the Brain and Boosts Student Achievement and Equity

Watch the recorded session here.

Conference Date: August 10th, 2021 2:00pm PST

Moderator: Linda Darling-Hammond
Speakers: Steve Arnold, Deborah Peek-Brown, Amber Graeber, Gil Leal

SESSION DESCRIPTION
With all the concerns about “Covid slide” and pandemic “learning loss” educators are actively seeking ways to engage, motivate and accelerate students this school year. Consider a typical third grade science class where a teacher might ask: “Who can tell me two reasons why dinosaurs are extinct?” Now consider a project-based learning classroom where the question is: “Why do I see so many squirrels but can’t find any stegosauruses?” Which approach spurs the need to know? In this panel, you will hear from teachers, researchers and a student about rigorous PBL curricula and learn about new PBL studies that make a powerful case that K-12 students in all settings from all backgrounds make significant learning gains when offered active, challenging, authentic and relevant learning experiences.

June 8, 2021
Thought Leadership

2021 International Society of the Learning Sciences Annual Meeting

Aggregating Learning Sciences Knowledge Through Collaboratories (Tutorial)

Conference Dates: June 8-11, 2021

Organizers: Britte Haugan Cheng, Tiffany Lee Clark, Ann Edwards, Timothy Podkul

TUTORIAL DESCRIPTION
This half-day tutorial will share insights about collaboratories and their value as an innovative structure to support learning sciences challenges. Collaboratories foster a better understanding of how implementation contexts and designs of tools and practices interact, how to share this design knowledge, how to aggregate insights from researcher and practitioner partnerships, and how to use these insights to support scaling of tools and practices.

June 1, 2021
Book Release

Core Practices for Project-Based Learning: A Guide for Teachers and Leaders

Publication Date: June, 2021
Publisher: Harvard Education Press

Leading effective Project-Based Learning classrooms is complex and challenging work. In Core Practices for Project Based Learning: A Guide for Teachers and Leaders, Pam Grossman, Zachary Herrmann, Sarah Kavanagh, and Christopher Pupik Dean identify and describe four primary goals of PBL teachers and the core teaching practices that support students in achieving those goals. Through vignettes and rich descriptions of teaching the authors illustrate how teachers can refine their practice to more effectively lead PBL classrooms that support deep disciplinary content learning, engage students in authentic work, support student collaboration, and build an iterative culture where students are always prototyping, reflecting, redesigning, editing, and trying again.

April 8, 2021
Thought Leadership

2021 National Association of Research in Science Teaching Conference

How teacher practices influence elementary students' social emotional learning

Conference Date: April 8th, 2021

Authors: Cory Miller, Tingting Li; Kayla Bartz, Joe Krajcik, Barbara Schneider

SESSION DESCRIPTION
The purpose of this paper is to study the relationship between teaching practices and 3rd-grade students’ social-emotional learning (SEL) during science lessons in 49 classrooms (30 treatment and 19 control) for 1,162 students. Several analyses have been conducted to assess the effectiveness of our treatment—ML-PBL—teaching practices on students SEL. The first is a confirmatory factor analysis of our SEL constructs (Reflection, Ownership, and Collaboration) between the two conditions, the second shows the main effect of differences in SEL between them, and the third explores the mechanisms between SEL and teacher instructional practices.

April 8, 2021
Thought Leadership

2021 American Educational Research Association (AERA) Virtual Annual Meeting

Conference Dates: April 8-12, 2021

Expanding Opportunities for Equity-Based Practice: A Collaborative Study of Implementation

Authors: Leema Berland, Alison Gould Boardman, Britte Haugan Cheng, Tiffany Lee Clark, Sarah Kavanagh, Rachel Kuck, Emily Miller, Ashley Potvin, Kristina Stamatis
Discussant: Caitlin Farrell

Division L: Educational Policies and Politics
Section 9: Policy Implementation and Going to Scale

SESSION DESCRIPTION
This collaboration comprises team members from three separate research endeavors, with a focus on understanding the implementation of educational innovations using a common strategy for equity-based instructional practices — rigorous project-based learning (PBL). Collaboratory participants have been gathering virtually over 1.5 years and using a shared framework to examine a critical challenge in design, implementation, and research around PBL. The first paper in this symposium frames the need for aggregating knowledge and describes strategies used in this particular collaboratory effort. This will be followed by three papers from each of the participating research projects. In this collaboratory, each project engaged in collective work to synthesize knowledge across the research projects and, importantly, to systematically compare and contrast findings as a means to develop meta-insights about the role of local context in PBL implementation. The three projects are varied in their focus: investigating individual teachers’ shifts in practices as they adopt a PBL science curriculum; understanding the conditions that enable teachers to sustain PBL in Language Arts; and examining how school leaders can best support PBL implementation. A discussant versed in methods and challenges of implementation research will provide comments on the value of the general approach, strategies used to facilitate knowledge building across teams, and the significance of the findings on implementation that have emerged from the teams’ efforts both individually and collectively.


Perspectives on the Role of Authenticity in Project-Based and Active Learning Humanities Classrooms

Authors: Alison Gould Boardman, Christopher Pupik Dean, Zachary Herrmann, Sarah Kavanash, David Kidd, Rachel Kuck, Chaebong Nam, Joseph Polman, Jesslyn Puolson, Kristina Stamatis, Gavin Tierney
Discussant: Jal Mehta

Division C: Learning and Instruction
Section 1b: Humanities, Social Sciences, Fine Arts

SESSION DESCRIPTION
This symposium brings together four papers from research teams studying project based learning (PBL) and active learning pedagogies in humanities classrooms. Each paper examines these pedagogies through the lens of authenticity, raising questions about the role and importance of this concept in curricular design and implementation. The first paper examines authenticity as a design principle for project-based learning curriculum. Two categories of PBL projects are explored: Simulation projects and real-world projects. The second paper presents findings from a study of the impact of a framework for instruction in civics classrooms. The findings indicate that a significant predictor of civic development were levels of authentic student agency cultivated through the framework. The third paper reports findings from a study focused on the implementation of a 9th grade English language arts curriculum that was explicitly based on a three-part framework for authenticity. The results show that teachers using the curriculum achieved higher levels of authentic engagement than a comparison group. Students of teachers using the curriculum felt they were given significantly more choice, found what they learned useful in real life, and felt that their work was connected to their personal interests. The final paper describes the operationalization of authenticity in the curricula and student work of humanities teachers participating in a year-long professional development program focused on project-based teaching. The results illustrate specific strategies these teachers used to make their projects more authentic, but also illustrate how this authenticity did not always translate to the work students produced.


Teacher change of practice across contexts: Case studies of large scale project-based science curriculum enactment

Authors: Emily Miller, Kayla Bartz lead, with posters by Emily Miller, Miranda Fitzgerald, Selin Akgun, Tingting Li, Katy Easley, Annemarie Palincsar, Cory Miller, Joe Krajcik

Division B: Curriculum Studies
Section 5: The Places and Praxis of Curriculum

SESSION DESCRIPTION
This session uses case studies to illustrate the day-to-day changes in classroom practices that created the positive results of a large scale efficacy study (Authors, in press). The research project spanned three universities, two states, and involved hundreds of elementary classrooms and demonstrated that students develop science knowledge and social emotional learning with the intervention of project-based learning curriculum and professional learning. However, large scale research obfuscates the teacher and classroom shifts that engender this result. The case studies provide insights from diverse districts to explore (a) challenges that schools face during enactment, (b) day-to-day shifts in classrooms and, (c) teachers’ journeys to adjust the curriculum to align with other initiatives.


Towards an Ecological View of Scientific Sensemaking: Teacher Moves that Disrupt Deficit Perspectives of MLLs

Authors: Emily Miller & Emily Reigh,

Division B: Curriculum Studies
Section 5: The Places and Praxis of Curriculum

SESSION DESCRIPTION
Multilingual learners (MLLs) are often positioned as lacking the linguistic resources needed to engage in rigorous forms of learning, such as sensemaking discussions in science. Although research has shown that the epistemic and linguistic resources of students from non-dominant backgrounds can be valuable resources for engagement in scientific practices, the field lacks practical resources for supporting these students. In this study, we use van Lier’s ecological model to conceptualize how teacher moves can identify and leverage language resources present in the classroom environment. Through analyzing a corpus of classroom observational data, we identify and illustrate teacher moves that supported the classroom community in positioning MLLs as competent sensemakers. Implications are drawn for classroom practice and teacher professional learning.


Enacting PBL Science Instruction the Context of Physical Distancing: Supporting Humanizing Relationships

Authors: Emily Miller, Leema Berland, Joe Krajcik

Division C: Learning and Instruction
Section 1d: Science.

SESSION DESCRIPTION
This case study follows two elementary science teachers in the same urban school district during the first four weeks of their shift to virtual learning during the safer at home policy. Each teacher leveraged principles of Project-based learning to support learning. Nine hours of recorded data and six hours of interviews were coded for themes related to teachers’ individual appropriation of PBL principles and their support for fostering humanizing relationships. Shifts underscore critical aspects of science learning that need to be cultivated in any environment: Equity through authentic connections to community, and teacher motivation to embrace principles that personally resonate.

February 21, 2021
Press Release

Project-based learning improves student performance significantly according to breakthrough research

Innovative Teaching Strategy Offers Engaging, Real-world Experiences for Students that Could Prove Helpful after a Year of Learning Loss Due to Covid-19 SAN RAFAEL, CA, Feb. 21, 2021 — Students in project-based learning (PBL) classrooms across the United States significantly outperform students in typical classrooms, according to four studies released today by Lucas Education Research, […]

February 21, 2021
Press Release

Researchers, Educators and Students React to Rigorous PBL Studies

A new body of research on project-based learning (PBL) makes a powerful case that young people across urban, suburban, and rural school settings from various socio-economic, racial and ethnic groups benefit from active, challenging, authentic and relevant learning experiences. Anna Rosefsky Saavedra Research scientist, University of Southern California Dornsife Center for Economic and Social Research, […]

February 21, 2021
Resource

Five Characteristics of Project-Based Learning

Four newly released, peer-reviewed research studies show that rigorous project-based learning (PBL) has a strong, positive impact on student outcomes. Although the four PBL courses that the researchers studied cover different subjects and grades and vary in their approaches, they do share common characteristics.

For the Media

Media inquiries may be directed to nancy.zuckerbrod@glef.org. Please indicate if you are on deadline.

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