Preparing teachers for project-based teaching

• Published in: Phi Delta Kappan Vol. 100; no. 7; pp. 43 - 48
• Main Authors: Grossman, Pam, Dean, Christopher G. Pupik, Kavanagh, Sarah Schneider, Herrmann, Zachary
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA Sage Publications, Inc 01.04.2019; SAGE Publications; Phi Delta Kappa
• Subjects: Active Learning; Classroom Environment; Classrooms; Cooperative Learning; Feedback; Feedback (Response); Knowledge Level; Learner Engagement; Learning; MORE FEATURES; Professional development; Progress Monitoring; Project-based learning; Reflection; Relevance (Education); Student Projects; Teacher education; Teacher Effectiveness; Teachers; Teaching; Teaching Methods; Thinking Skills; teaching; project-based; PBL; professional development; student-centered
• ISSN: 0031-7217; 1940-6487
• DOI: 10.1177/0031721719841338

If the movement toward more project-based learning is to be successful, it’s essential to understand what teachers need to do to be effective in a project-based classroom. Pam Grossman, Christopher G. Pupik Dean, Sarah Schneider Kavanagh, and Zachary Herrmann surveyed experts and teachers and viewed classroom videos to identify a set of core practices for project-based teaching. Effective project-based educators promote subject-area learning; create relevant experiences; cultivate a classroom culture of production, feedback, reflection, and revision; and build student agency in learning communities.