This is a wonderful post about evidence-based instruction and the “new” pedagogies. I encourage anyone who want to structure their instruction around student performance data (not to be confused with high stakes assessment data) to read this. Don’t be sucked in by the most popular “flavor of the month” educational trends!
Originally posted on Webs of Substance:
PBL is quite popular in Australia at the moment. I recently caught up with an old friend from Sydney, a science teacher, who had been instructed by his school leadership to implement PBL in middle school science lessons (It’s interesting to speculate as to why senior science and therefore the publicly reported HSC examinations were left untouched). I wish to examine this idea – and some related concepts – in more detail.
Whenever I write about PBL, I run up against the question of what the ‘P’ stands for. Sometimes it means ‘problem’ and at other times it means ‘project’ or even ‘passion’. This is therefore the first question you should ask when discussing PBL. However, making such a distinction is necessary only to avoid a distracting discussion of terminology. Although there is a difference – projects take place over a number of lessons whereas problems are usually contained within…
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