In a series aimed at closing the gap between research and practice, Usable Knowledge at the Harvard Graduate School of Education (HGSE) partnered with Digital Promise on a project that collects questions from educators across the country and poses them to experts at HGSE. The series, called Ask a Researcher, offers evidence-based guidance on classroom dilemmas, with questions sourced from Digital Promise’s League of Innovative Schools and beyond. This webpage shares questions on English learning. Educators can use the online form to submit a question about their own classroom or learning environment.
I have received more apologies from former students in the drive-through of fast food restaurants than I can count. The scene is always the same: I place my order, feel a bit embarrassed that my desire to eat local and organic food has been foiled once again, and then pull up to get my order. I roll down my window and hear, “Mrs. C!” Each time, I recognize the face—older than what I remember, but always the same smile. Almost immediately, the words start cascading out of their mouth: “I’m so sorry for how I acted in high school.”
In part one of this series, we discussed how implementing certain structures can help develop student creation as a learning method. The first three structures included precise scheduling, developing well-crafted scenarios, and offering students choice within their projects.
Let’s dive into the final three structures that help harness student creativity through project-based learning.