Maybe though, there is time for one short poem today: Bridges by Ernest Walsh With words, And quiet movements of the hands, With laughter, And silence . . . with secrets . . . I built bridges Over which we passed Exchanging loneliness. With words, And quiet movements of the hands, With laughter, And silence . . . with secrets . . . Were bridges destroyed. Bridges. Bridging teaching and learning. Bridging teaching and THE TEST. Bridging relationships – students, parents, colleagues, and our own families. So many bridges come to mind after reading that short poem. How can we build these bridges? What does a bridge between teaching and THE TEST need to be strong and flexible enough to withstand shifting winds? We explored some of these questions early last year, during our project-based learning conference, the Big Learning Challenge (BLC). There were no easy answers or packaged approaches available. We dug in together, like we ask our students to do. We created, grounding ourselves in these realities:
We experienced first-hand the value we know PBL adds to our students’ 21st century skill practice:
As teachers, we need projects that will support our own problem-solving. How will you make time for projects if you know they will deepen your students’ understanding? How can you manage time when considering a project-based approach to your next unit? What might be a small project you could start with as your prototype for PBL? What is your simplest next step in making room for projects, and what would you possibly gain by trying?
Who’s got the time? We do, and to find support in a creative, PBL-focused space, join us at the Big Learning Challenge on January 28th. We welcome you to an experience of exploration and discovery, with plenty of support from our experienced and passionate facilitators as we build projects together and plan for how you can take those projects from planning to practice. |
|