Exploring AI in Education
With several years of experience integrating AI into my teaching practice, I have thoroughly enjoyed exploring a variety of tools and learning about options that are applicable to
Read moreWith several years of experience integrating AI into my teaching practice, I have thoroughly enjoyed exploring a variety of tools and learning about options that are applicable to
Read moreIn project-based learning (PBL), teacher-created storylines are coherent and engaging narratives that serve as the foundation for organizing and guiding the learning experience. Storylines are designed to provide
Read moreCompetencies, future-ready skills, and 21st-century skills all involve students doing something. For the students, these ideas represent the “how” to do something or the skills needed to navigate
Read moreWe continue to hear there is a skill deficiency for young adults coming out of high school and college. Yet, what specific skills are needed and how can
Read moreMany teachers who use project-based learning use an “essential” or “driving” question to focus a project. But they’re not always easy to create. One theory I have
Read moreIn today’s world, technical skills are advancing faster than ever before. Yet there is a set of very important skills that will last a lifetime. These skills
Read moreThe world is constantly evolving and the skills that are in demand now may not be needed five years from now. Jobs are changing, technology is becoming even
Read moreBy design, Project-Based Learning lends itself perfectly to student collaboration. Through all phases of a task, students have opportunities to work together, make decisions, think, and talk about
Read moreWith the school year ending, it does not mean that learning has to stop. During the summer, students and educators have extra time to relax and recharge, but
Read moreEven teachers and students who are pretty experienced with project-based learning admit that working in teams can be challenging. Adults, too, find this is true in the workplace.
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