Preparing teachers for project-based teaching

By Pam Grossman, C. Dean, S. Kavanagh, Zachary Herrmann. Phi Delta Kappan, 2019

108 citations recorded by the source corpus.

If the movement toward more project-based learning is to be successful, it’s essential to understand what teachers need to do to be effective in a project-based classroom. Pam Grossman, Christopher G. Pupik Dean, Sarah Schneider Kavanagh, and Zachary Herrmann surveyed experts and teachers and viewed classroom videos to identify a set of core practices for project-based teaching. Effective project-based educators promote subject-area learning; create relevant experiences; cultivate a classroom culture of production, feedback, reflection, and revision; and build student agency in learning communities.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5ea11c69d50822f74172a4f12d951178caa922c1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Mohammed Abdullatif Almulla
2. Brian French

In Education

1. Mohammed Abdullatif Almulla
2. Brian French
3. Chad M. Gotch

Citations in the corpus

• Teachers’ Role in Students’ Learning at a Project-Based STEM High School: Implications for Teacher Education (2020, background): “Preservice teachers need to consider how they can use a focus on developing trust and caring relationships with their students as the basis for helping students define and pursue their interests and passions in PBL.”
• The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning (2020, methodology): “Although the PBL approach is suitable for all students, a single educational practice is not suitable all of the time (Grossman et al., 2019).”