This document discusses using passion-based learning to motivate students. It defines passion as a strong inclination toward an activity people like and invest time in. The document outlines using interest inventories to help students identify their passions. It then discusses designing learning experiences around those passions to foster engagement and having students create final projects reflecting their passions. Student surveys found passion increased commitment and few prior opportunities to explore passions in school.
Slides for a session on Passion-Based Learning at the Lausanne Laptop Institute, 2012. More session info/resources available here: http://pwoessner.wikispaces.com/Passion-Based+Learning
Slides for a session on Passion-Based Learning at the Lausanne Laptop Institute, 2012. More session info/resources available here: http://pwoessner.wikispaces.com/Passion-Based+Learning
What the 4 C's: Communication, Collaboration, Creativity and Critical Thinkin...barryrbarber
Presentation by Barry Richard Barber at the 2012 Collaborative Conference for Student Achievement: Engaging North Carolina in Transforming 21st Century Teaching and Learning.
These slides accompany a Teaching at URI workshop I presented with Josh Caulkins for faculty and instructors at the University of Rhode Island on August 26, 2014
Planning For And Supporting Productive Online InquiryJulie Coiro
How are online reading comprehension practices integrated into classroom instructional routines? In this session, Julie explains how curriculum-based information challenges and performance-based online reading comprehension measures can be used to capture the skills and practices of more and less skilled online readers. Then, she reviews practical examples of how to support elementary and secondary students as developing online readers using a model of Internet Reciprocal Teaching. She also shares research-based ideas for how to move readers through three phases of online inquiry while fostering higher-level thinking, critical evaluation, productive dialogue, and skillful argumentation practices across all grade levels.
This is the 2nd part of the Institute to help teachers scaffold the instruction of online critical evaluation skills students need to conduct research on the Internet. The companion website is:
http://www.lite.iwarp.com/CoiroVT2009.html
Nurturing curiosity and inquiry within the curriculum through the use of tech...RichardM_Walker
How may we engage students in inquiry-led and problem-based learning through the use of technology? In this presentation we will consider how active learning principles can be applied to the design of blended learning courses, with digital tools employed to support active learning opportunities for our students. Through a presentation of case examples from the University of York (United Kingdom), we will consider how blended activities can encourage participants to engage in creative learning and problem-solving. An engagement model for active learning, derived from the case examples, is presented as a stimulus for a broader discussion on effective design approaches to support student-led inquiry and problem-solving activities.
Presented at the 2017 Faculty Summer Institute
Research suggests that building a strong sense of connectedness in an online course promotes
student success, engages students, and retains students. This requires that you establish a strong
teaching presence within the course, and that you create structures for students to form a community.
In this session, you will learn strategies to make your online course more personal and techniques to
build faculty and student presence in your online course.
Opportunities: Supporting the extended project qualificationJohn Iona
Slides from a workshop delivered at the SLA Conference 2014. The sessions looked at the EPQ, what it involves and how it is assessed, how I am involved and how Librarians might like to get involved in it in their schools.
What the 4 C's: Communication, Collaboration, Creativity and Critical Thinkin...barryrbarber
Presentation by Barry Richard Barber at the 2012 Collaborative Conference for Student Achievement: Engaging North Carolina in Transforming 21st Century Teaching and Learning.
These slides accompany a Teaching at URI workshop I presented with Josh Caulkins for faculty and instructors at the University of Rhode Island on August 26, 2014
Planning For And Supporting Productive Online InquiryJulie Coiro
How are online reading comprehension practices integrated into classroom instructional routines? In this session, Julie explains how curriculum-based information challenges and performance-based online reading comprehension measures can be used to capture the skills and practices of more and less skilled online readers. Then, she reviews practical examples of how to support elementary and secondary students as developing online readers using a model of Internet Reciprocal Teaching. She also shares research-based ideas for how to move readers through three phases of online inquiry while fostering higher-level thinking, critical evaluation, productive dialogue, and skillful argumentation practices across all grade levels.
This is the 2nd part of the Institute to help teachers scaffold the instruction of online critical evaluation skills students need to conduct research on the Internet. The companion website is:
http://www.lite.iwarp.com/CoiroVT2009.html
Nurturing curiosity and inquiry within the curriculum through the use of tech...RichardM_Walker
How may we engage students in inquiry-led and problem-based learning through the use of technology? In this presentation we will consider how active learning principles can be applied to the design of blended learning courses, with digital tools employed to support active learning opportunities for our students. Through a presentation of case examples from the University of York (United Kingdom), we will consider how blended activities can encourage participants to engage in creative learning and problem-solving. An engagement model for active learning, derived from the case examples, is presented as a stimulus for a broader discussion on effective design approaches to support student-led inquiry and problem-solving activities.
Presented at the 2017 Faculty Summer Institute
Research suggests that building a strong sense of connectedness in an online course promotes
student success, engages students, and retains students. This requires that you establish a strong
teaching presence within the course, and that you create structures for students to form a community.
In this session, you will learn strategies to make your online course more personal and techniques to
build faculty and student presence in your online course.
Opportunities: Supporting the extended project qualificationJohn Iona
Slides from a workshop delivered at the SLA Conference 2014. The sessions looked at the EPQ, what it involves and how it is assessed, how I am involved and how Librarians might like to get involved in it in their schools.
Designing Better Experiences - UX London 2013Cyber-Duck
Slides from the workshop @danny_bluestone and @duckymatt from Cyber-Duck Ltd gave at UX London 2013. The workshop focused on how by putting the user at the centre of design decisions you can deliver a better experience. With a mixture of theory and hands-on activities the workshop covered user research, activity mapping, card sorting and participative sketching techniques.
The First Steps Reading Resource Book Second Edition builds on the original First Steps text (formerly known as Reading Resource Book) by drawing upon contemporary research and developments in the field of literacy learning. This new Resource Book has a strong focus on supporting teachers and schools as they embrace an outcomes-based approach to teaching.
Swisskenko presents with the SANYIKO CRM/ERP Business Application Framework one of the most complete Business Software Products in the African Market. We are you fullservice provider for Consulting, Implementation, Training and even individual developement.
Get more information on www.swisskenko.com or contact our sales team at sales@swisskenko.com
What's a Library to Do? Transforming the One-Shot Library Workshop for the Ne...Jerilyn Veldof
Cornell University Library invited me to do a workshop for them on <a href="http://www.tc.umn.edu/~jveldof/WorkshopDesign/">creating one-shot library workshops</a>. These are the remarks I made in another session for their Library Assembly prior to the workshop.
In Depth Workshop: Academy Development - Day 1 of 2 Day WorkshopNAFCareerAcads
Participants will have the opportunity to explore current best practices for establishing classroom culture and craft a plan for the coming years that will help academy students produce successful projects.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
These slides are from Session 2 of our TIGed Empowering Student Voice in Education course offered to 6 school boards across Canada in partnership with WGSI, C21, Canadian Education Association and Canadian School Boards Association.
Southern Fried STEAM: Innovative Learning Project, Not a Stir FryKim Moore
An introduction to the Innovative Learning Project on Biodiversity and Habitats for student exploration in elementary, middle, and high school. This approach encourages problem-based learning, real world application, college and career connections, blended and flipped classrooms all while supporting the Next Gen Science Standards!
Slides for 3 hour workshop on digital fabrication; 3D printing, laser cutting/engraving, and CNC machining. Includes hardware, software, and curricular info. Share as you see fit.
Slides for "Intro to Systems Thinking" workshop. Session details and resources available here: http://pwoessner.wikispaces.com/Introduction+to+Systems+Thinking
Presentation on digital citizenship and social media for K-12 teachers; complete resources available at http://pwoessner.wikispaces.com/Digital+Citizenship
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
5. Enable students to share their passion with the worldSuccess is 10% inspiration, 90% last-minute changes. ~From a billboard advertisement
6. What is Passion? Robert J. Vallerand, Professor of Psychology at Universite du Quebec a Montreal defines passion as “a strong inclination toward an activity that people like, find important, and in which they invest time and energy.” What is your definition of passion? My definition: “Passion is motivation in action.”
9. Factors that Influence Learning School-Level Factors: • A Guaranteed and Viable Curriculum • Challenging Goals and Effective Feedback • Parent and Community Involvement • Safe and Orderly Environment • Collegiality and Professionalism Source: What Works in Schools: Translating Research into Action by: Robert J. Marzano
10. Factors that Influence Learning Teacher-Level Factors: • Instructional strategies • Classroom management • Classroom curriculum design Source: What Works in Schools: Translating Research into Action by: Robert J. Marzano
11. Factors that Influence Learning Student-Level Factors: • Home Environment • Learned Intelligence and Background Knowledge • Student Motivation Source: What Works in Schools: Translating Research into Action by: Robert J. Marzano
13. What Motivates Students? Students respond positively to tasks that they perceive as challenging but “do-able” and that have relevance (value) to them. Also, creative tasks, which provide the student a degree of freedom in their resolution (e.g., creating artworks that use design principles and functions to solve specific visual art problems embodied in the standards; composing a musical composition) can be a source of personal pride and intrinsic motivation. To maximize motivation, then, teachers should develop tasks that are authentic, appropriately challenging, relevant, and creative. Passion Motivates Students! Kellaghan, T., Madaus, G.F., & Raczek, A. (1996). The use of external examinations to improve student motivation. Washington, DC: American Educational Research Association.
14.
15. Digital Literacy Framework: UbD Stages of Backwards Design Identify desired results. Determine acceptable evidence. Plan learning experiences and instruction. Establish Curricular Priorities Worth being familiar with Important to know and do Enduring understanding
16. Digital Literacy: Essential Questions Over the course of this trimester, you will work toward answering two essential questions: How does technology affect and reflect who you are as a person and learner? How does your passion affect and reflect who you are as a person and learner?
17. Digital Literacy: Enduring Understandings To answer these important questions, you must come to understand that: learning can be informal, social, and networked. information serves as the basis for understanding our world. content creators have rights; content consumers have responsibilities.
18. Digital Literacy: Evidence/Outcomes By the end of the course, you will be able to: identify your personal interests/passion(s). communicate and collaborate in an online environment. locate, evaluate, utilize, and cite information. identify your personal expression style. create and share a product that answers the essential questions.
19. Digital Literacy: Course Outline Passion-Based Learning Networking Social Bookmarking Effective Search Strategies Website Evaluation Copyright, Fair Use, and Creative Commons Expression Styles Final Product Presentation
20. Digital Literacy: Course Outline Passion-Based Learning Networking Social Bookmarking Effective Search Strategies Website Evaluation Copyright, Fair Use, and Creative Commons ExpressionStyles Final Product Presentation
21. Digital Literacy: Student Workflow Course Materials Schoology (Learning Network) Student Work Wikispaces (Research Project Pages) Private to Course Public to School
22. Lesson: Passion-Based Learning Passion-Based Learning is an experience that empowers students to Discover and Consume, Communicate and Connect, and Create and Produce based on their deep-seated interests. The primary purpose of this exercise to identify students’ interest areas is to stimulate thought and discussion. Students not only come to know themselves better, but also get a chance to share their discoveries with both teachers and peers.
23. Interest-A-Lyzer Sample Questions You are a photographer and you have one picture left to take on your roll of film. What will it be of? Why? Teenagers in your community have been asked to prepare individual time capsules for future generations. You are allowed to include 10 personal possessions that are representative of you. What would you include in your capsule? You are fed up with the course offerings at your school. Your principal has asked you to design the perfect course for people with your same interests. What would the course be called? What would be taught? Adapted from The Interest-A-Lyzer, by J.S. Renzulli (Mansfield Center, CT: Creative Learning Press, 1997)
24. Lesson: Networking Information sharing (networking) will prove to be more than a passing fad for Generation Y as the habit has grown to become an integral part of how burgeoning and young adults find information, seek help, sustain and nurture friendships and remain engaged with their communities.
25. Digital Literacy Learning Network Profile The first step in learning to network is to create a profile. Schoology provides a safe, “walled garden” approach to networking. Students can view their classmates’ profiles and begin making social connections based on mutual interests schoology
26. Digital Literacy: Topic Outline Passion-Based Learning Networking Social Bookmarking Effective Search Strategies Website Evaluation Copyright, Fair Use, and Creative Commons Expression Styles Final Product Presentation
27. Digital Literacy: Research Project Passion-Based Learning Networking Social Bookmarking Effective Search Strategies Website Evaluation Copyright, Fair Use, and Creative Commons Expression Styles Final Product Presentation
29. Managing the Research Process Wiki permissions can/should be managed to afford students privacy The History, Discussion, and Notify Me tabs make it easy to monitor and comment on student work
30. Supporting the Research Process Each student completed a Google Form on which she identified her passion. Affinity groups were created for each topic within Schoology. Students joined the affinity group relevant to them. This space became a source of student-led support and inspiration.
31. Lesson: Expression Styles Unlike learning styles, which focus on how students acquire and process information, Expression Styles reflect the types of products students prefer to create to demonstrate their understanding. The My Way…An Expression Style Instrument, developed by Karen Kettle, Joseph Renzulli, and Mary Rizza, identifies 10 broad categories of products/forms of expression.
34. Technology to Support Expression Styles Shared Document for Technology That Supports Expression Styles
35. Final Project Requirements Your research project will culminate in a final product that will be shared with your advisory. Although you have a great deal of flexibility, your final project must: Reflect your preferred expression style (e.g. if Written Expression is your preference, your final product should take a written form) and have been created (at least in part) by technology (e.g. no dioramas). Address/answer (directly or indirectly) all five driving questions What is your passion? Why is it more than a mere interest for you? What would other people need to know about your passion in order to understand it? Which aspects of it are the most important to share? How does your passion affect and reflect you as a person and as a learner? Be uploaded/embedded/linked/displayed on your personal Digital Literacy wiki page and include a description of the project (i.e. what the project is all about).
37. Final Project Assessment All final projects, regardless of topic or form, were presented in advisory and graded using a common rubric. Providing a rubric helps ensure that (1) students clearly understand the requirements/expectations and (2) all topics/products are valued equally. Assessment Categories
42. What Did the Students REALLY Think? Several months after the course ended, a brief, anonymous survey was sent to all students: How important was the role of passion in your learning? Did you notice a different level of commitment or engagement during this passion-based project compared to past project work? How many other times in your schooling have you had a chance to formally explore and share your passion with others?
43. Student Survey Results: How important was the role of passion in your learning? My passion moves me along and keeps me happy and helps me to learn. I can think in terms of my passion to understand something better and that helps me learn. Very important. Passion is everything. Learning my passion was important to me because I got to learn how I learn and more about my self that I didn't realize before. It was very helpful for extending my learning in other subjects It was very important because the fact that it was about me made me more motivated to research and participate.
44. Student Survey Results: Did you notice a different level of commitment or engagement? Yes, because your passion is something that interests you and sometimes school projects do not. It encouraged me to make it good since it was about something I loved. Yes, because it was on a more personal level, instead of "homework". Also, it was fun to do because it was about things we like to do. Yes, I learned more because I actually cared about the topic I was researching and making a final project for. No. I say this because I give a full amount of effort and commitment to ALL of my work.
45. Student Survey Results: How many other times in school have you explored/shared your passion? None. I haven’t had any chances to do that at all so far in my learning life. Not any other ones, it was only this project. None other times besides people asking "oh what do you like to do?" or "what are some of your favorite things?" and stuff like that. Not a lot, if at all. This is the first time, and I really enjoyed it! Rarely ever. The only times 'passions' come up are with conversations with friends, and they are usually labeled as fun activities
46. Lessons Learned Students come to us with incredible knowledge and skills that we may never see because we never ask. If we expect students to explore and understand our passions they must first come to explore and understand theirs. The content/skills acquired in a passion-based learning experience are mastered more deeply and thus can be more easily applied/transferred. Students understand that learning is social; they don’t understand how it translates to school. Utilizing different learning styles can help students learn but they do not help them demonstrate what they know.
47. Making it Work for You Focus on student passion Connect like-minded learners Share their passions with others
48. Questions and Contact Info Presentation Resources: http://bit.ly/passionbasedlearning Blog: http://pwoessner.com/ Email: pwoessner@micds.org Twitter: http://twitter.com/pcwoessner Skype: pwoessner Office: 314-995-7375
Editor's Notes
IntroductionThis presentation draws upon my experiences teaching a 7th grade Digital Literacy course
Digital Literacy course:1 Trimester9 lessons10 sections~150 studentsPass/Fail
Question: What is your definition of passion?Remember: we are focusing on STUDENT passion, not YOUR passion or making them passionate about your class
Take a moment and share with the person next to you a little bit about your passion.Question: how many of you listed something academic-school related?Question: how often do we give students opportunities to explore and share their passion?Question: how many of you found your partner’s passion interesting?
This clip is from Office Space; do you see any parallels with your students and/or have you ever taught a student like him?
In What Works in Schools, Marzano identified three types of factors that influence learning. Admins focus on School-level factors
PD often focuses on teacher-level factors
We can’t overlook the student-level factors because motivation affects learning.
If it were only this easy…
It’s important to have a framework for designing learning experiences.I chose UbD to bring structure to the course.
causes genuine and relevant inquiry into the big ideas and core content;provokes deep thought, lively discussion, sustained inquiry, and new understanding as well as more questions;requires students to consider alternatives, weigh evidence, support their ideas, and justify their answers;stimulates vital, on-going rethinking of big ideas, assumptions, and prior lessons;sparks meaningful connections with prior learning and personal experiences;naturally recurs, creating opportunities for transfer to other situations and subjects.
These are the big content and skills “take-aways” from the course
This is how we’ll know if we achieved our goals.
These four topics are our focus today
It’s important to understand that the DL course has two strands for student work(flow): Internal and External
Developed by University of Connecticut professor Joseph S. Renzulli, the Interest-A-Lyzer is a questionnaire devised to help students examine and focus their interests.There are versions for younger students, MS/HS Students, and AdultsThis activity takes TIME because it causes the students to reflectStudents were asked to share their results with their advisor, friends, and familyThe results could ultimately be added to a student portfolio
Educators frequently speak about the power of networks; how many use them with students?The Digital Literacy Learning Network, powered by Schoology, connects students in a walled garden
Students complete their profile and discuss what/what not to shareStudents can browse classmates’ profiles and make connectionsCreating this network provides perfect opportunity to discuss online behavior
These topics are fairly mainstream but students need a context for exploring them.Ideally, they would be connected to the other core subjects but this isn’t always feasible given the varying pace of curricula
The research project is used to teach/connect the important digital literacy skillsThe topic for the project is the student’s choice (i.e. his passion)Each student learns the same core course content and skills but within the context of his topic of choice
The research project was outlined on our DL Wiki (Wikispaces Private Label)Each student has his/her own pageThis made it easy to monitor student progress and provide feedback
We chose to make the wiki public to the school but private to the outside world. At present the wiki is open for the benefit of this presentation.Displaying work online helps students develop a sense of audience.
The affinity groups remove the teacher as the content-area expertThis is one of the hardest, but most important, aspects of this projectHenry Jenkins would refer to this as a participatory culture
Although students have diverse expression styles, we often limit their forms of expression to oral and written work.
These 10 styles represent the most common forms of student expression.This approach facilitates differentiation and provides CHOICEQuestion: Which style(s) would you expect to be the most popular?
Question: which style(s) do you use most frequently with your students?Question: Which styles(s) do you use most often as a teacher?
Once students identified their preferred ES, they were directed to supporting technologies.https://docs.google.com/document/d/1OnRMXvjsgJiR9OPTLgYRM2zWsFIGIFfmN6m84oipQA0/edit?hl=en_US
These projects were visible to the School only but have been opened up for this presentation
Because the course focused on enduring understandings, the final project/assessment was performance-based
Creating a rubric to assess different project types is challenging, but if you have the UbD framework it’s a lot easier.
I graded each project (pass/fail) and wrote a comment to the studentEach student presented his project to his advisoryThe public nature of presentations cuts both ways; some kids were outstanding, some were lacking, but most enjoyed the experience and learned a lot about themselves and each otherWe now have a window into each student
This student’s project was featured in a local paper and has been viewed >10,000 times online since it was published in Nov 2010
Remember: passion was used to master the content and skills more deeply; they can now be applied to other subjects
The more support you get from colleagues the more powerful the learning experience