Yesterday, I sat down with two science teachers in my school building, Ms. S (chemistry) and Ms. C (oceanography/biology), to start a conversation about developing project-based learning (PBL) in their classes.
Both are new PBL as an instructional method, but both are interested in developing their pedagogy to include PBL as a more authentic approach to their content. While Ms. S is planning more so for next year, Ms. C is working on a PBL for her oceanography students that would take place in March/April. Inside today’s post, I go through the pace of our conversation and the questions and concerns they both had moving forward into uncharted waters. Continue reading