by Chris Barley | Mar 29, 2019 | Authenticity to the Discipline, Uncategorized, World Languages
Last semester I posed the following question related to a problem of practice (PoP) I faced as a teacher: How might we create routines and tasks in the Spanish classroom so that students engage in authentic conversations with each other? With the help of my...
by Susie Kang | Mar 28, 2019 | 11/12th Grade, Personal Authenticity, Science
A large portion of the spring semester in my neuroscience class is spent working on the PBAT (Performance Based Assessment Task), which takes the place of the Regents exams at our school. For the science PBAT, students choose an investigative question and design an...
by Daniel August | Mar 24, 2019 | 11/12th Grade, Mathematics, Personal Authenticity, Uncategorized
by Rosa Moshi | Mar 24, 2019 | 9/10th Grade, Authenticity to the Discipline, Science, Uncategorized
I’m teaching the same microbiology class as last semester. Last semester, I worked on designing my second unit project in a way that would make it personally authentic for students. This semester, I want to revise my third unit project. In the third unit, students...
by Leslee Addington | Mar 15, 2019 | Mathematics, Personal Authenticity
Background: I was recently inspired to restructure my Final Geometry project based on a conversation I had with a Project Based Learning professor from University of Pennsylvania. I mentioned to Wallace during my midyear meetings that I wished my projects were more...
by Sarah Ahmed | Mar 15, 2019 | 11/12th Grade, Authenticity to the Discipline, Mathematics, Uncategorized
As I develop drafts of projects for my students, I am constantly thinking about ways to inspire THEM to do the thinking. If I give them a project filled with steps, am I robbing them of the decision-making workout that we need as adults to thrive in this world? If I...