The Historical Scene Investigation Project (HSI) was designed for social studies teachers who need a strong pedagogical mechanism for bringing primary sources into their classroom. With the advent and accessibility of the internet, many libraries, universities and government agencies are housing their historical documents online. Simultaneously, there has been a push in K-12 history education to give students experiences that more closely resemble the work of a real historian.
FIZZ Professional Development Programs and Resources:
Flip your classroom: FIZZ Lecture Differentiate with Paperslide Projects: FIZZ Differentiation Shift your school: FIZZ School Transformation Address multiple learning styles in Algebra: FIZZ Algebra Engage your students: FIZZ Music Videos
Download: FIZZ Learning Framework
Classroom engagement is at the core of student success. Ask any adult to name their favorite teacher and receive the profile of a person who inspired learning and became a legend in the mind of their students. But how can we teach someone to be engaging? Well, we need to give them the ideas and tools that allow engagement to occur by creating super-transparent classrooms that highlight exciting and authentic teacher and student work. Suddenly you will have a class of students on the edge of their seats (and out of their seats), willing to learn anything, and excited about what they will create next. There’s a new way of teaching that is taking all the 21st century elements that people talk about, and is putting them into action. Video recording, Web 2.0, online publishing and interactive curriculum are the wave of the future—and the method of teaching that will bring our teachers, students and classrooms there is called FIZZ.
This project addresses the Friday Institute’s goals of developing innovative teacher professional development practices and resources and improving 21st century teaching and learning. FIZZ will be an ongoing service offered and managed by the Friday Institute.
"I often talk with educators (and parents and administrators) who are convinced that their students are working within Project Based Learning environments. They tell me about the wonderful projects the kids have created and how much fun the kids have. I’m always delighted to hear the kids are having fun in school! However, I find that when asked a few probing questions, it becomes clear whether or not PBL is actually happening or if the teachers are merely creating projects for students to complete.
- Projects and PBL can both be fun. - They’re often both hands-on. - They often ask students to work in groups. - They often are graded with rubrics at the end. - They are often presented to the class at the end of the learning period. - Both are rooted in hard academic content and standards.
What happens when you leave students alone? I’ve always found this a fascinating concept. As a classroom teacher, one (of many) important epiphanies for me was the concept of simply getting out the students way.
Instead, he lays out a clear case for an alternative system: one that’s “rooted in 21st century learning skills and creativity, imagination, discovery, and project-based learning.” And lest you attempt to dismiss that vision as mere pie-in-the-sky imaginings of one ignorant of the practical challenges of public education, Nikhil cites examples like High Tech High, founded by Ashoka Fellow Larry Rosenstock, where "projects drive the curriculum, rather than the reverse."
More and more teachers are turning to Project Based Learning to help meet this challenge head on. Project-Based Learning has been identified as a key methodology for closing this gap between current student learning and developing the necessary 21st century knowledge and skills (Moylan, 2008).
"At the core of the all-new ePals is its intelligent matching and project creation capabilities. Built to capture a classroom's profile and learning objectives, contextualize the information, and use it to anticipate compatibility across an international network of project-based learning communities, ePals not only maximizes the likelihood of finding the right classroom partners, it helps teachers drive student engagement and get the most out of each collaborative learning opportunity.
"Despite the advance of new media technologies, teachers everywhere remain limited in their ability to access the tools that most effectively foster 21st-century learning skills. ePals offers a new kind of social discovery network where teachers, students and mentors connect and collaborate in a safe and secure environment that motivates students and engages them in the world beyond traditional classroom boundaries. This newest version of our service reflects deep support for teachers and students as they explore how to make social media an integral part of their day-to-day learning, while promoting cross-cultural exchange, language learning and global awareness," says ePals Chairman and CEO Miles Gilburne. "We know that collaborative learning motivates students and develops many of the critical thinking, writing and problem solving skills demanded by the 21st century workplace. At a time when innovation in education is more important than ever, our new offering sets a new standard for safe meaningful collaborative learning both during and after school hours."
Go inside Manor New Technology High School, part of the New Tech Network of schools, where an unwavering commitment to an effective schoolwide PBL model keeps both students and teachers motivated and achieving their best.
Engage your students in online literacy learning with these interactive tools that help them accomplish a variety of goals—from organizing their thoughts to learning about language—all while having fun.