Core Practices for Project-Based Learning: A Guide for Teachers and Leaders (Core Practices in Education Series)

Product Description
Core Practices for Project-Based Learning offers a framework and essential set of strategies for successfully implementing project-based learning (PBL) in the classroom. Centering on teaching practice, this work moves beyond project planning to focus on the complex instructional demands of the student-centered PBL approach.
Pam Grossman and her colleagues draw on their research with teachers, educational leaders, and curriculum designers to identify the instructional goals, practices, and mindsets that enable educators to effectively facilitate deep learning in PBL environments.
The authors first define the four primary teaching goals of the PBL model: supporting subject-area learning, engaging students in authentic work, encouraging student collaboration and agency, and building an iterative culture where students are always prototyping, reflecting, and trying again. Grossman and her coauthors then equip educators with ten key practices that serve these goals. These practices include methods to elicit higher-order thinking, to engage students in disciplinary and interdisciplinary practice, and mentor student decision making. The authors guide educators from a clear starting place through a series of concrete, manageable steps that apply whether they are initiating PBL or working to improve existing PBL implementation. Extended case studies illustrate the use of the core practices in real-world situations.
Core Practices for Project-Based Learning is an invaluable resource to help educators realize their instructional vision and create meaningful student experiences.
From the Back Cover
Core Practices for Project-Based Learning offers a framework and essential set of strategies for successfully implementing project-based learning (PBL) in the classroom. Centering on teaching practice, this work moves beyond project planning to focus on the complex instructional demands of the student-centered PBL approach.
Pam Grossman and her colleagues draw on their research with teachers, educational leaders, and curriculum designers to identify the instructional goals, practices, and mindsets that enable educators to effectively facilitate deep learning in PBL environments. The authors guide educators from a clear starting place through a series of concrete, manageable steps that apply whether they are initiating PBL or working to improve the quality of existing PBL implementation. Extended case studies illustrate the use of the core practices in real-world situations.
Core Practices for Project-Based Learning is an invaluable resource to help educators realize their instructional vision and create meaningful student experiences.
“Grounded in richly textured portraits of real classrooms,
Core Practices for Project-Based Learning pulls back the curtain on the frameworks and strategies that undergird rigorous and equitable PBL. Teachers and school leaders will welcome the arrival of this new book for its winning combination of conceptual clarity and pedagogical utility.”
—Sarah Fine, director, San Diego Teacher Residency at the High Tech High Graduate School of Education
Pam Grossman is the dean of the Graduate School of Education at the University of Pennsylvania (Penn GSE) and the George and Diane Weiss Professor of Education, and editor of Harvard Education Press’s Core Practices in Education series.
Zachary Herrmann is the executive director of the Center for Professional Learning at Penn GSE.
Sarah Schneider Kavanagh is an assistant professor at Penn GSE.
Christopher G. Pupik Dean is a codirector of the Independent School Teaching Residency program and a senior fellow at Penn GSE.
About the Author
Pam Grossman is the dean and George and Diane Weiss Professor at the Graduate School of Education at the University of Pennsylvania and the Nomellini-Olivier Professor Emerita at the Stanford Graduate School of Education. She has published broadly in the areas of teacher education