We don't live in a 9-to-5 economy anymore...

  Having students who are able to communicate their learning, as well as collaborate with their peers in an academic setting are two primary goals of the new Common Core standards.  Communicat...

 by  a guest blogger Sirad Shirdon, a Somali scholar Sirad is sharing with us what it means to be a culturally responsive educator when working with Somali children and families. 1. Becoming cultur...

In this inspiring video series Erin and Jen collaborate to teach a 9th grade integrated program.

All teachers are leaders. What distinguishes one teacher leader from another is the reach of his or her leadership. Consider these seven responsibilities that teacher leaders with the broadest impact take on.

By Andrew Miller We all know that project-based learning (PBL) works, and there is research to support this. Districts leaders and individual teachers use PBL to deliver content, including content aligned to new, rigorous standards such as the Common Core State Standards or the Next Generation Science Standards. Projects integrating this learning strategy can come in all shapes and sizes; some projects are interdisciplinary while others focus on a single discipline, and each project can use varying levels of technology. Though each project can cover a wide variety of topics, there are common “essential elements,” as identified by the Buck Institute for Education, that must exist for true PBL to take place. While these elements provide a great foundation for building effective projects, educators can take project design even further to motivate all learners. True Voice and Choice To effectively implement PBL in the classroom, educators must first motivate and engage their students. Teachers can often accomplish this by allowing students to provide input on their learning experiences. When educators begin providing voice and choice to students, however, they often do so sparingly.  Instead, teaches need to personalize each student’s level of voice and choice based on how they learn.  On the ambitious end of offering voice and choice, an educator can serve as a conductor overseeing how students will shape their learning experiences, what path they will take, and how they will demonstrate that learning. Educators should continually aim for this student-centered learning style, and not adhere to a permanent practice of offering limited voice and choice. Authentic Work One necessary element of  PBL is that students engage in authentic and meaningful activities. In order to reach this level of engagement, students must be able to envision an authentic audience that would benefit from their learning activities.  Engaging students in authentic work can make it easier for them to see how their activities could influence an authentic audience by introducing them to real world challenges. Reflecting on questions such as “Who can provide us with relevant, expert feedback?” and “Who would find our work valuable and needed?” can help educators develop meaningful PBL activities. Students can make a difference, and educators should build projects around authentic purposes. When the work matters and is shared with an authentic audience, students are intrinsically motivated by the fact that what they are doing has value. Challenge and Rigor One major myth of student engagement is the idea that all learning should be fun. Yes, fun projects can engage some students, but only temporarily. In fact, challenging and rigorous assignments are often more motivating than fun and easy activities. We’ve all experienced times when we were appropriately challenged; we lost track of time, we thought more deeply, and we learned. Educators should seek to challenge students. When educators provide rigorous and authentic projects and give students voice and choice, students will accept that challenge. PBL doesn’t demand more work; it demands challenging work. Educators who implement PBL using the following strategies will find that their students want to dig deeper and learn the material. Sometimes these projects “get out of control” in a good way and spawn new, authentic projects that teach important content skills. A skilled educator can see this deviation as an opportunity to harness student motivation and to further engage students in the learning process. *** Andrew K. Miller (@betamiller on Twitter) is on the National Faculty for the Buck Institute for Education, an organization specializing in 21st century project-based learning, and provides expertise to ASCD in a variety of professional development needs. He is also a regular blogger for Edutopia.