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7/8/2021

Connecting Project-Based Learning and Data

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In this episode
The word “data” can be a trigger for many educators. However, data that tracks student engagement and academic progress gives us a picture of what’s happening, so we can create what’s possible. We're joined in this episode by educators from Crosstown High School, a project-based learning school in Memphis, Tennessee, for a look at a non-traditional approach to collecting and understanding student data.  
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Teaching Today · Connecting Project-Based Learning & Student Data
Final thoughts
​What is a common misconception about the use of data in project-based learning schools that you wish more people understood?
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Ginger Spickler
Crosstown High School

That standardized testing data is always good data. I think there's a strong argument to be made for the fact that a lot of data measures things other than children's actual academic achievement and progress. It's measuring other cultural and societal factors that are often outside of the control of kids, or teachers, for that matter.

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Samantha Stiles
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Crosstown High School

It's a misconception that the only good data is data that tracks growth in terms of academic progress. Social data is also really important for students. 

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PROJECT-BASED WRITING INSTRUCTION
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USING PBL TO MAKE LEARNING LAST
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INTERDISCIPLINARY PROJECTS

TAGS: DATA-DRIVEN INSTRUCTION, PROJECT-BASED LEARNING, TEACHING TODAY
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The Center for Professional Education of Teachers (CPET) at Teachers College, Columbia University is committed to making excellent and equitable education accessible worldwide. ​CPET unites theory and practice to promote transformational change. We design innovative projects, cultivate sustainable partnerships, and conduct research through direct and online services to youth and educators. Grounded in adult learning theories, our six core principles structure our customized approach and expand the capacities of educators around the world.

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