iLEAD, a charter management organization with school locations in the Santa Clarita Valley and Antelope Valley, is a proven leader in project-based learning. And we’re now helping other organizations to successfully implement this approach that is all about achieving deeper learning through authentic experiences.
With project-based learning, learners gain in-depth knowledge and understanding through hands-on, curriculum-based projects. Rather than memorizing material, they inquire, research and discover answers to challenging questions and problems posed by their facilitators. There are many ways to go about solving a question or problem, and there’s no one right answer.
As a result, learners retain the knowledge for the long term. They develop into creative, confident self-starters who think and act differently in the classroom and in the world. Their learning is inherently valuable because it’s connected to something real and involves real-world skills like collaboration and reflection.
In schools that successfully use project-based learning, like the iLEAD locations, the teachers’ role is transformed into that of a facilitator. Facilitators don’t stand at the front of their classrooms delivering information to learners who are taking notes and then direct and manage the work. Instead, they guide and advise their learners as they work through the questions and challenges. Facilitators can also more easily individualize their approach to accommodate different learning styles and abilities, even grade levels.
Professional Development sessions will include topics such as:
Trainings available at an iLEAD school or at your site:
Join iLEAD Schools for five days of synergy, engagement and demanding, comprehensive work, culminating in a ready-to-use project of your own design, aligned to your state’s education standards while being dynamic and relevant to meet the demands of tomorrow.
Day 1: PBL 101. Classroom facilitators will be introduced to the process of project-based learning, spending the morning identifying the key elements of this radical shift in pedagogy. During the afternoon, facilitators will work together to create driving questions surrounding the common core standards in the scope and sequence and begin the process of creating a project.
Day 2: PBL: Culture and reflective practices: All members of the school community will explore the importance of culture on classroom instruction and the school as a whole. Develop a school culture of equity and excellence in teaching and learning. Learn the importance of integrating important reflective practices throughout the learning community. Utilize reflective practices in a PBL context, empowering learners to direct their own learning experiences.
Day 3: PBL 201: Facilitators will investigate how to use inquiry and the learners’ natural curiosity about the world to learn content and 21st-century skills. Project development begins, beginning with the end in mind, with the afternoon dedicated to writing rigorous rubrics to effectively determine student mastery of the state standards as well as 21st-century skills. Work on entry events. Work collaboratively with PBL practitioners to create engaging, developmentally appropriate projects.
Day 4: PBL 201: Facilitators begin assessing and managing standards-focused projects as well as using performance assessments to judge the relevant work generated by 21st-century learners. Through a combination of direct instruction, video analysis and hands-on group work, participants have the opportunity to plan, design and receive peer feedback on an engaging and rigorous project using the Buck Institute for Education model and tools. Project examples, activities, classroom videos and rubrics will be focused on developmentally appropriate K-5 work. Map out a year of projects.
Day 5: PBL protocols: Using the critical friends protocols, facilitators receive peer feedback on an engaging and rigorous project. PBL debrief and evaluations.