This course will be designed for more advanced Project-Based Learning practitioners, ideally educators and leaders who have already designed and implemented several PBL experiences, and can include educators who work with students across the K-12 spectrum. The course will focus on developing and implementing more complex and authentic PBLs which address more complex global and local challenges, such as social justice and human rights, while still aligning to and fulfilling academic standards. The course will include strategies for developing students’ competencies as global citizens, problem solvers, and leaders of change, in addition to the essential “survival skills” required to thrive in a complex, changing, and uncertain world. All participants will design an advanced PBL for their work, whether with students, teachers, or other stakeholders, which they plan to implement in the short term.

Instructional practices used in the course will incorporate the components of high-quality PBL, including opportunities for “Need to Know” and idea generation, voice and choice, collaboration, feedback cycles, and more. Asynchronous work between sessions will include readings, investigations, and elements of the project planning process.

From August 10-16,This course will be designed for more advanced Project-Based Learning practitioners, ideally educators and leaders who have already designed and implemented several PBL experiences, and can include educators who work with students across the K-12 spectrum. The course will focus on developing and implementing more complex and authentic PBLs which address more complex global and local challenges, such as social justice and human rights, while still aligning to and fulfilling academic standards. The course will include strategies for developing students’ competencies as global citizens, problem solvers, and leaders of change, in addition to the essential “survival skills” required to thrive in a complex, changing, and uncertain world. All participants will design an advanced PBL for their work, whether with students, teachers, or other stakeholders, which they plan to implement in the short term.

Instructional practices used in the course will incorporate the components of high-quality PBL, including opportunities for “Need to Know” and idea generation, voice and choice, collaboration, feedback cycles, and more. Asynchronous work between sessions will include readings, investigations, and elements of the project planning process.

See more and register at https://worldleadershipschool.com/educator-courses.

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