Just because teachers have time via PLCs, grade-level or subject-area meetings, or staff meetings, it does not mean they know how to use the time in a truly focused way, especially if they are being asked to plan each element of a PBL lesson by using time over a period

We here at Ford NGL have a wise senior colleague who always says, “Slow is smooth and smooth is fast.” Applying this motto to the work of making inquiry- and project-based learning a key component of teaching and learning means we can give ourselves permission to not jump in all

Kelly shares a last way to start small with inquiry- and project-based learning: Look for those recurring themes across the semester or year that are also known as the “big ideas” within the subject-area.  By pulling out the key themes, ideas, terms that appear over and over again across the

We know that students learn more deeply and meaningfully when they can see a connection between the academic content they are learning in the classroom to something related to the real world. So, another way to start small is to keep the content of a curriculum unit largely the same

There are several ways you can support teachers and staff with starting the process toward planning an inquiry- or project-based learning experience without asking them to create it from, as the saying goes, “soup to nuts.” In fact, if your goal is create lasting, sustainable change, teachers may appreciate starting

When you think about the time you do have available to you, how might you – from your role –  prioritize education, training, and support related to inquiry- and project-based learning. Paula Barkley, mentioned a focus on education, training, and support in the last learning session. How can district- and

Schools and districts continue to face significant challenges with a lack of available staff, substitute teacher and bus driver shortages, while also monitoring teacher and staff mental health needs. So, thinking about how to use existing time is more important than ever. Some time may be being repurposed to give

In traditional schooling, we incentivize with time, resources, curriculum, rather than innovation and transformation, student-driven interests and work, etc. In this video, Beth makes the argument that, if our new initiatives, aimed at transforming teaching and learning through inquiry- and project-based learning are going to become sustainable, that has to

As district, school, and instructional leaders, we often focus on the verbal aspects of the 3Cs. Non-verbals are much more difficult to read, and that is where miscommunication and mistrust develops. That is why it is important that we remember the following with regard to recognizing and understanding the non-verbals

When it comes to rethinking Coordination, there is one key question: Knowing the answer is critical to the success and sustainability of a new initiative like inquiry- and project-based learning.  Downloads/Resources: