Authentic Project-Based Learning in Grades 9-12

Standards-Based Strategies and Scaffolding for Success
1. Auflage 2019
ISBN: 978-0-367-22511-7
Verlag: Routledge

Buch, Englisch, 164 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 326 g

Authentic Project-Based Learning in Grades 9–12 provides a clear guide to design, develop, and implement real-world challenges for any high school subject. The author lays out five clear, standards-based stages of assessment to help you and your learners process the what, how, and why of authentic project-based experiences.

You’ll learn how to create projects that:

- Align with your content standards

- Integrate technology effectively

- Support reading and writing development

- Utilize formative assessment

- Allow for multiple complex pathways to emerge

- Facilitate the development of essential skills beyond school

Each chapter includes a variety of practical examples to assist with scaffolding and implementation. The templates and tools in the appendix are also provided on our website as free eResources for ease of use.

Zielgruppe

Professional and Professional Practice & Development

Autoren/Hrsg.

Laur, Dayna

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Prüfungen und Beurteilungen

Inhaltsverzeichnis

1. Authentic Concept Creation 2. Align Content Standards to the Real World 3. Support Digital Transformation 4. Generate Authentic and Relevant Reading and Writing 5. Formative Assessments for Success 6. Levels of Complexity 7. Essential Skills for Tomorrow

Über Autor(innen)

Dayna Laur (@daylynn) is the co-founder of Project ARC, an educational consulting organization that promotes the development of authentic, relevant, and complex learning experiences. Dayna leads workshops on PBL, authentic learning experiences, inquiry learning, critical thinking, Advanced Placement, technology integration, 1:1 programs, and STEAM. She trains nationally, internationally, and through online support. She is the author of two prior Routledge publications and is currently completing her dissertation in Instructional Systems Design and Technology.