During the past school year and into last summer, one class at the Academy of Engineering and Green Technology at Hartford High School in Connecticut worked with a utilities expert and neighboring corporate partner United Technologies to design and build a solar-powered wind turbine that would generate electricity for a rural school in Saldang, Nepal.
A bank in Albuquerque, N.M., had a limited budget to make one of its branches more environmentally sustainable, so students at the local ACE (Architecture, Construction, and Engineering) Leadership High School rolled up their sleeves and went to work. They searched websites for green design options, consulted with an engineer, and used spreadsheets to compare potential costs and energy savings.
The benefits are clear: Reading, math, and behavior have all improved. Here, Superintendent Norman Ridder, who attended the 2013 Superintendents Summit in Colorado Springs, gives us an inside look into Springfield’s project-based programs.
Five years ago, a pair of science teachers at Woodland Park (Colo.) High School turned their pedagogical approach upside down. Rather than stand up in front of the classroom, Jonathan Bergmann and Aaron Sams sent their respective students home with videos of themselves lecturing. And rather than assigning traditional homework, work that most students could get tripped up on if they are not sure about a certain topic, the teachers gave students time in class—with their close supervision and help—to put their learning into practice.
Project-based learning looks different, and may seem messier, than traditional instruction. Administrators visiting PBL classrooms shouldn’t expect to see orderly rows of students moving through the curriculum together. Instead, they’re likely to find small teams of students working on investigations of open-ended questions. Students should be able to explain what they’re doing and how activities relate to the project goals.
Ask high school juniors at Da Vinci Charter Academy in the Davis (Calif.) Joint Unified School District, to explain the causes and consequences of war in American history, and you won’t get a rote recitation of dates and places.
Instead, these students are able to demonstrate their learning by screening the preview for a feature film they produced on the conflict in Afghanistan through the eyes of a young American soldier. They can offer highlights of their interviews with Vietnam veterans, which they contributed to the Library of Congress as primary source material.
As K12 education becomes more interconnected to videos, photos, software and Internet offerings for project-based learning and other lessons, there is a great need for schools not to only have access to broadband but also to have enough broadband to keep up with the array of new tools used in class.
In his call for a $100 LAPTOP for education in 2005, Nicholas Negroponte changed the course of computer history. In the face of many naysayers, Taiwan-based Asus announced the EeePC 701 subnotebook in June 2007 for a price of $199. While the actual price in November 2007 was about double that, Asus still sold 300,000 units in the first four months of its release and ultimately sold four million units in its first year of availability.