school project on education

• Grades 6-12
• School Leaders

Get our FREE Field Trip Reflection printable 🦁!

65+ Real-World Project-Based Learning Ideas for All Ages and Interests

Find and implement solutions to real-world problems.

Project-based learning is a hot topic in many schools these days, as educators work to make learning more meaningful for students. As students conduct hands-on projects addressing real-world issues, they dig deeper and make personal connections to the knowledge and skills they’re gaining. But not just any project fits into this concept. Learn more about strong project-based learning ideas, and find examples for any age or passion.

What is project-based learning?

Project-based learning (PBL) uses real-world projects and student-directed activities to build knowledge and skills. Kids choose a real-world topic that’s meaningful to them (some people call these “passion projects”), so they’re engaged in the process from the beginning. These projects are long-term, taking weeks, months, or even a full semester or school year. Students may complete them independently or working in small groups. Learn much more about project-based learning here.

What makes a good PBL project?

In many ways, PBL is more like the work adults do in their daily jobs, especially because student efforts have potential real-world effects. A strong PBL project:

• Addresses a real-world issue or problem
• Requires sustained and independent inquiry, in and out of the classroom
• Allows students voice and choice throughout the project
• Combines elements of many disciplines
• Includes collaboration with public partners, such as universities, community organizations, or businesses
• Produces a public product that is seen by those outside the school community
• Covers a complete process, including activities like research, design, production, marketing or public awareness, and enlisting supporters or investors

Outdoor Project-Based Learning Ideas

• Create a new local park, or improve an existing one by adding new features or providing needed maintenance.
• Plant a community garden to provide food for a soup kitchen, food pantry, or other organization.
• Design and create a butterfly, pollinator, or other wildlife garden to support the local ecosystem.
• Build a new walking or biking trail that’s safe for people of all ages to use.
• Devise and implement a way to reduce litter in your community.
• Set up and manage a school or community compost pile, and distribute the resulting soil to those who need it most.
• Find and help the public use a new way to grow food that requires less soil, water, or fertilizers, which are in short supply in some parts of the world.
• Design, build, and install a completely unique piece of playground equipment that serves a specific purpose or need.

School Community Project-Based Learning Ideas

• Start a comprehensive recycling program at school, or substantially improve participation in an existing one.
• Add collaborative artwork like murals or other displays to school hallways, bathrooms, or grounds.
• Determine a location or program at your school that needs improvement, then make a plan, raise the funds, and implement your ideas.
• Come up with ways to celebrate your school’s diversity and improve relationships between all students.
• Start and run a school store , including inventory, financial plans, and marketing.
• Write a school handbook for new students, with tips and tricks for helping them feel at home.
• Figure out how to offer healthier, better-tasting meals and snacks in the school cafeteria.
• Implement a mentoring program for older students to help younger students, with planned activities and appropriate training for older students.
• Design and propose a new style of grading system that ensures equity.
• Find ways to improve the indoor recess experience at your school.
• Set up and run a new school newspaper, magazine, podcast, video channel, etc.

Greater Community Project-Based Learning Ideas

• Coordinate a community art project in a central location to celebrate local culture or artists.
• Set up a program for schoolkids to socialize with senior citizens in nursing homes, hospitals, or retirement communities.
• Create a program to offer free translation services for ESL families in the community.
• Help a local animal shelter improve its facilities, or find new ways to match homeless pets with their forever families.
• Build and maintain Little Free Libraries around your community, especially in underserved areas.
• Help local businesses become more environmentally conscious, increasing sustainability and decreasing waste.
• Create and lead a walking tour of your community, highlighting its culture, history, landmarks, and more.
• Find a way to record and celebrate local voices in your community’s history.
• Come up with ideas for welcoming immigrants and other newcomers to your community.
• Set up a series of events that will encourage the community to mix and experience each others’ foods, cultures, and more.
• Create and implement a new program to inspire a love of books and reading in preschool students.
• Set up and help run a new charitable organization your community needs.

Social Issues Project-Based Learning Ideas

• Start an awareness campaign on a topic that’s important to you, like anti-bullying, healthy living, protecting the environment, civil rights, equality and equity, etc.
• Come up with and implement ways to increase voter turnout in your community, especially among younger voters.
• Write, record, and share with a wider audience your own TED Talk–style video on an issue that hasn’t been covered yet or on which you have a unique perspective.
• Devise and implement ways for unheard voices to be amplified in your school or community.
• Write and publicly perform a play that highlights a social issue that’s important to you.
• Look for areas in your community that present challenges to those with disabilities, and help to improve them to overcome those challenges.
• Research, write, and publicly present and defend a position paper on an issue that’s important to your community.
• Choose a real court case, then research the law and work with legal experts to prepare and present your own case as you would in a courtroom.
• Write, edit, seek, and incorporate real-world feedback, and publish or publicly present your own book, poem, or song on an issue that’s important to you.
• Start a program to teach a specific group (e.g., preschoolers, senior citizens, business owners) to care for and protect the environment.
• Plan and hold a fundraiser to support an issue you care about.
• Choose a law you feel is unjust, and write, research, and publicly present and defend a position paper about your desired change.

STEM Project-Based Learning Ideas

• Create an app that meets a specific purpose for a specific audience.
• Invent something new that the world needs, and then fund, create, and sell your product in the community.
• Design a game to help students learn important STEM concepts.
• Find a simple way to improve an existing product, especially if it cuts costs or improves environmental sustainability.
• Explore ways to reduce the amount of waste we produce, especially plastic and other landfill-bound items.
• Write a book or graphic novel that’s entertaining but also teaches kids about science or math.
• Devise new ways to provide clean drinking water to communities where water is scarce.
• Build an effective solar oven people can use to cook during extended power outages, or in areas where electricity isn’t available.
• Work with a university or STEM organization to gather, analyze, and present real-world scientific data.
• Design a building to fit a specific purpose or need, including researching the requirements and zoning laws, accurately drafting a plan, determining the costs, and presenting the plan to the proposed client.
• Create an interactive hands-on exhibit to teach people about STEM concepts.
• Determine a type of website you believe is missing, then research, build, and publish the site you envision.

Creative Arts Project-Based Learning Ideas

• Organize an art show for the community, seeking out those who ordinarily might not have a chance to display their work.
• Create and teach an art class in your area of expertise to children, the elderly, or another segment of the population.
• Design a mural for an area in your community that needs beautification, and seek funding or other assistance from community members to install it.
• Write a play about a topic that’s meaningful to you or your community. Work with the community to stage a performance for all to attend.
• Invite local dancers to perform at a school or community Festival of Dance, highlighting a variety of cultures and dance styles.
• Start a regular writer’s workshop where community writers can come together to share and seek feedback. Invite local authors or publishing experts to speak as guests.
• Collect stories, poems, and essays from local authors, and put them together into a book. Sell the book to raise money for a cause that’s important to local writers.
• Gather singers or instrumentalists from your community into a choir or band. Put on a concert to raise money for a special cause, or take your choir on tour to local retirement homes, hospitals, etc.
• Write a song about a person or cause that’s important to you. Produce and record the song, then find a way to share it with others.
• Make a short film about a local hero, community event, or local place. Invite others to do the same, and organize a local film festival.

What are some your favorite project-based learning ideas? Come share your thoughts in the We Are Teachers HELPLINE group on Facebook !

Plus, meaningful service learning projects for kids and teens ..

You Might Also Like

What Is Project-Based Learning and How Can I Use It With My Students?

There's a difference between regular projects and true-project based learning. Continue Reading

Copyright © 2024. All rights reserved. 5335 Gate Parkway, Jacksonville, FL 32256

What Is Project-Based Learning?

Experts say the real-world approach to learning resonates, and studies show it is effective.

Getty Images

Project-based learning is active, and leads to deeper engagement and understanding.

Gil Leal took AP Environmental Science taught with a project-based learning approach at San Pedro Senior High School Marine Science Magnet in Los Angeles.

One project involved students working in teams to design a farm. They researched issues including water management, pest control and demand for agricultural products. Students then incorporated that knowledge into their design, Leal says in a panel discussion on project-based learning. Now a sophomore at the University of California—Los Angeles , Leal says the class convinced him to major in environmental science.

“The projects made class really cool and engaging and memorable, and we got to visit a real strawberry farm,” Leal told the George Lucas Educational Foundation .

Unlike traditional school projects that often take place at the end of a unit, project-based learning, or PBL, is an educational philosophy that calls upon students to take on a real-world question – such as how to best design a farm – and explore it over a period of weeks. Teachers incorporate grade-level instruction into the project, which is designed to meet academic goals and standards, and students learn content and skills while working collaboratively, thinking critically and often revising their work. At the end, that work is shared publicly.

“Project-based learning is not the activity at the end, it’s the activity at the beginning that drives the learning and builds the engagement,” says Kristin De Vivo, executive director of Lucas Education Research , a division of the George Lucas Educational Foundation.

Studies Show PBL Is Effective

The foundation, created by the famous filmmaker, works to improve K-12 education and recently released research showing that project-based learning can be extremely effective.

Four studies released in February by Lucas Education Research, along with researchers from five major universities, showed that students in project-based learning classrooms across the United States significantly outperformed students in typical classrooms.

In a study involving high schoolers, students taught AP U.S. Government and Politics and AP Environmental Science with a project-based learning approach outperformed peers on AP exams by 8 percentage points in the first year and were more likely to earn a passing score of 3 or above, giving them a chance to receive college credit. In the second year, the gap widened to 10 percentage points. One key finding of the study, which included large urban school districts, was that the higher scores were seen among both students of color and those from lower-income households.

Similar results were found in a study involving third graders studying science. Students from a variety of backgrounds in project-based learning classrooms scored 8 percentage points higher than peers on a state science test. These results held regardless of a student’s reading level.

Project-Based Learning Is ‘Active’

Project-based learning succeeds across income groups because it involves active learning, which leads to deeper engagement and understanding, according to De Vivo.

“Engagement is the gateway to all learning,” De Vivo says. “When students are able to construct knowledge, not given an answer, that active learning wakes up the brain.”

Suppose third grade students are asked why a toy car moves faster on a wood floor than on a carpet, and the students get on the floor with a toy car to explore that question. Later, when they are asked how friction works, their answer will draw upon personal experimentation.

In the case of high schoolers taking AP classes, the project-based approach encourages teamwork, productive debate, problem solving and creativity. Education experts also say it helps develop skills and confidence.

Teachers Facilitate Student Ownership

What is distinct about project-based learning is that teachers take the role of facilitators while the students do the research, modeling and building. This gives students ownership over ideas and projects, according to Billie Freeland and Nicole Andreas, co-teachers of K-5 STEM classes at Kent City Community Schools in Michigan. Freeland, Andreas and a group of third graders participated in the Lucas Education Research study, working with Michigan State University .

The challenge for their fourth graders in the 2020-21 school year was to design something that uses alternative energy sources to help their community. One student designed a truck that used steam as fuel and picked up trash. Another student designed a solar-powered fan to protect apple blossoms in the spring.

“This challenges us as teachers to direct students in unique paths to learning,” Freeland and Andreas wrote in an email. “We also love the deep connectedness to real-world issues and problems that are addressed through the curriculum.”

Training for Teachers

For project-based learning to work, teachers first need professional training in how to deliver course content. PBLWorks, a leader in project-based learning methodology, trained the teachers who taught the AP classes involved in the Lucas studies. It offers workshops and courses for teachers and administrators.

Based on the results of the Lucas research, the College Board, which administers the AP exams, launched workshops this summer in project-based learning for AP U.S. Government and Politics and AP Environmental Science teachers. PBLWorks designed and ran the workshops; teachers from schools where half of the students are either low-income or minorities could attend free of charge. A total of 493 educators participated in the workshops, including 63 from high-need schools, Sally Kingston, chief impact officer at PBLWorks, wrote in an email.

Training is also offered by the University of Pennsylvania Graduate School of Education , the High Tech High Graduate School of Education in San Diego, and the EL Education network of schools.

A few public school districts around the country have implemented project-based learning, including Manchester School District in New Hampshire, Pearl City-Waipahu Complex Area in Hawaii, and San Francisco Unified School District, which embraced it after participating in one of the Lucas studies. Education experts say project-based learning has a lot of room to grow, especially after students have endured a year of virtual schooling thanks to the pandemic.

“Parents have woken up to the fact that school is not preparing our kids for the 21st century,” De Vivo says.

Searching for a school? Explore our K-12 directory .

10 Books to Read Before College

Tags: K-12 education , elementary school , parenting , students , education

2024 Best Colleges

Search for your perfect fit with the U.S. News rankings of colleges and universities.

Popular Stories

Best Colleges

College Admissions Playbook

You May Also Like

Choosing a high school: what to consider.

Cole Claybourn April 23, 2024

Metro Areas With Top-Ranked High Schools

A.R. Cabral April 23, 2024

States With Highest Test Scores

Sarah Wood April 23, 2024

Map: Top 100 Public High Schools

Sarah Wood and Cole Claybourn April 23, 2024

U.S. News Releases High School Rankings

Explore the 2024 Best STEM High Schools

Nathan Hellman April 22, 2024

See the 2024 Best Public High Schools

Joshua Welling April 22, 2024

Ways Students Can Spend Spring Break

Anayat Durrani March 6, 2024

Attending an Online High School

Cole Claybourn Feb. 20, 2024

How to Perform Well on SAT, ACT Test Day

Cole Claybourn Feb. 13, 2024

Most Creative 120 Days of School Project Ideas – Full Guide!

• Post author By Amar
• February 17, 2024

As the new school year begins, teachers and students are excited and happy about the learning journey ahead. However, keeping young students engaged and eager to learn throughout the entire school year can be difficult. 

That’s exactly where our “120 Days of School Project Ideas” blog comes in to help. Designed to provide a constant flow of fresh, creative, and educational project ideas, this blog aims to be an excellent go-to resource for educators searching for ways to bring a sense of wonder and enthusiasm into their classrooms. 

From hands-on experiments that involve doing things with their hands to thought-provoking assignments that make them think, each project is carefully chosen to align with what needs to be taught in the courses while also fostering important skills like critical thinking, problem-solving, and developing a true love and enjoyment for learning itself. 

So whether you are a very experienced teacher who has been doing this for many years or a brand new teacher just starting for the first time, we invite you to join us on this exciting adventure as we explore a wide world of possibilities for learning, one creative project idea at a time.

Table of Contents

What Is The Importance of School Projects?

School projects are a really big deal for students. They let you take what you’ve learned in class and use it in real-life situations. These projects help you build super-important skills that will be useful later on.

Hands-On Practice: School projects let you apply the stuff you’ve been taught about in textbooks to actual examples. This makes it way easier to understand concepts truly.

• Skill-Building

Working on projects helps you develop useful skills like researching, thinking critically, solving problems, managing time, working with others, and communicating well. These skills will help you out a ton in school and jobs.

• Learning by Doing

Projects let you learn by actively doing things instead of just reading or listening. This interactive approach helps the knowledge stick.

• Creative Thinking

School projects often push you to think outside the box and develop unique, creative solutions or problem-solving approaches. This flexes your problem-solving muscles.

• Responsibility

Managing a project teaches you to be responsible – meeting deadlines, coordinating tasks, and owning your work. It prepares you for handling future commitments and challenges.

• Personal Growth

Tackling school projects builds up your confidence, resilience, and self-discipline as you face obstacles and figure out how to overcome them.

• Career Prep

Lots of school projects mimic real workplace situations. This valuable experience gives you insight into different career paths or higher education programs.

The key takeaway? School projects are crazy important for academic success, picking up essential life skills, personal growth, and getting prepped for your future career or education.

Recommended Readings: “ 51+ Trending SAE Project Ideas For Students [2024 Updated] “

Most Creative 120 Days of School Project Ideas

Here are some of the most creative and interesting 120 school project ideas for students. 

Science Projects

• Make a Sun Oven: Try cooking with sunlight.
• Build a Volcano : Make a volcano model explode with baking soda and vinegar.
• Clean Water Project : Make a filter to clean dirty water.
• Watch Plants Grow: See how different liquids affect plant growth.
• Wind Power Test: Make a small windmill and see how much electricity it makes.
• Eco-Friendly Plastic: Try making plastic that breaks down easily.
• Make a Hovercraft: Make a small hovercraft and see how it moves.
• Fun with Slime: Play with different slime recipes.
• Study Germs: See what helps or stops germs from growing.
• Magnetic Fun: Make a magnet and see what it can do.

Technology and Engineering

• Create a Phone App: Make a helpful app for your phone.
• Try 3D Printing: Make a toy with a 3D printer.
• Build a Robot Arm: Make a robot arm and control it.
• Make a Virtual Sandbox: Make a sandbox that shows maps on it.
• Clean Air Project: Make something to clean the air in your home.
• Smart Home Project: Make your home do cool things with smart gadgets.
• Try Virtual Reality: Make a pretend world that you can see with special glasses.
• Weather Station Fun: Make a toy that tells you the weather.
• Grow Plants Without Soil : See if plants can grow without dirt.
• Make a Bluetooth Speaker: Make a speaker for your music.

Mathematics and Statistics

• Nature Patterns: Find cool patterns in nature.
• Math Games: Play games that help you learn math.
• Chance Experiments: Do games that help you understand chance.
• Shapes in Buildings: Look at buildings and find shapes.
• Secret Codes: Make codes and try to solve them.
• Picture Graphs : Make pictures that show numbers.
• Art with Math: See how math is in cool art.
• Fun with Pi: Have a party to celebrate Pi Day.
• Music and Math: Find math in your favorite songs.
• Solve Real-Life Problems: Use math to fix real problems.

Social Studies and History

• Time Capsule : Put things in a box to open later.
• Tell About a Famous Person: Tell a story about a famous person.
• Pretend United Nations: Talk about world problems with friends.
• Culture Show: Tell about fun things from different places.
• Tell About Inventions: Talk about cool things people made.
• Pretend Vote: Have a pretend vote for the best idea.
• Books and Society: See what books tell us about life.
• Different Religions: Learn about what different people believe.
• World News Talk: Talk about what’s happening in the world.
• Space Race Story: Tell a story about the space race.

Language Arts and Literature

• Book vs. Movie: See how books and movies are different.
• Make a Comic: Draw a funny story in pictures.
• Poetry Party: Share poems with friends.
• Book Talk Radio: Talk about books in a pretend radio show.
• Funny Words: Find silly words from old stories.
• Write a Story: Make up a story and write it down.
• Talk to a Character: Pretend to talk to a character from a book.
• Make a Magazine: Write stories and draw pictures.
• Learn Grammar with Games: Play games to learn grammar.
• Draw a Story: Draw pictures to tell a story.

Art and Design

• Recycled Art: Make art with stuff you’d throw away.
• Paint a Wall: Make a big picture on a wall.
• Fashion Drawings: Draw cool clothes.
• Art on a Computer: Make art on a computer.
• Make a Statue: Make a statue with clay.
• Take Pictures: Take pictures of cool things.
• Chalk Art: Draw cool pictures with chalk.
• Art History Story: Tell stories about old art.
• Make Old Stuff: Make things like people used to.
• Fold Paper: Make cool things with folded paper.

Physical Education and Health

• Exercise Challenge: Try fun exercises and see who’s best.
• Healthy Eating Talk: Talk about good food to eat.
• Sports Science Play: Play games to learn about sports.
• Relax with Yoga: Do easy yoga moves to relax.
• Cookbook Fun: Write down easy recipes.
• Learn First Aid: Learn how to help if someone gets hurt.
• Tell About Sports Stars: Tell stories about cool athletes.
• Fun for Everyone: Play games everyone can play.
• Dance Party: Learn fun dances with friends.
• Play Together: Have fun games for everyone.

Music and Performing Arts

• Make an Instrument: Make a cool noise-maker.
• Music Styles: Listen to different kinds of music.
• Write a Song: Make up a song with your friends.
• Make a Play: Make a play and act it out.
• Make a Music Video: Make a video with music.
• Have a Concert: Sing songs with your friends.
• Music Games: Play games with music.
• Record a Song: Make a recording of a song.
• Learn About Composers: Learn about people who write music.
• Music from Everywhere: Listen to music from different places.

Environmental Science and Sustainability

• Make a Garden: Plant flowers and vegetables.
• Stop Trash: Talk about ways to make less trash.
• Clean Water: Keep water clean for fish and plants.
• Fashion Show: Show off clothes that help the earth.
• Green Energy: Use sun and wind to make power.
• Bees are Cool: Help bees and learn about them.
• Save the Ocean: Talk about how to help the ocean.
• Cool Buildings: Make houses that don’t need much power.
• Good Food: Grow food in a way that’s good for the earth.
• Stop Climate Change: Talk about ways to help the earth get better.

Business and Entrepreneurship

• Make a Business Plan: Make a plan for a cool business.
• Ask People: Ask people what they like to buy.
• Learn from a Boss: Talk to someone who runs a store.
• Help People: Make a business that helps others.
• Money Talk: Learn about how money works.
• Short Speeches: Say a quick speech about your idea.
• Make a Toy: Make a fun toy for kids to play with.
• Help Businesses: Make a place for new ideas to grow.
• Play Store: Play a game where you run a store.
• Listen to Smart People: Listen to people who made cool things.

Psychology and Sociology

• People Games: Play games that help you understand people.
• Cool Tests: Do fun tests that tell you about yourself.
• Talk About Feelings: Talk about how to feel better when you’re sad.
• Learn About People: See how people work in groups.
• Be a Good Friend: Learn how to help your friends.
• Boys and Girls: Learn how people can be different.
• Learn About Countries: Learn how to talk to people from different places.
• Calm Down: Learn ways to feel better when you’re upset.
• Stop Bullies: Learn how to help if someone’s mean to you.
• Talk to a Friend: Help your friends feel better.

Foreign Languages and Cultural Studies

• Meet New Friends: Talk to kids from other places.
• Talk in Another Language: Try to speak in a different language.
• Learn About Places: Learn about cool things from different places.
• Watch Fun Movies: Watch movies from different countries.
• Learn Languages: Try to learn a new language.
• Cook Cool Food: Make food from different places.
• Read Fun Books: Read stories from different places.
• Sing Cool Songs: Sing songs from different places.
• Write to a Friend: Write letters to kids from different places.
• Learn About Friends: Learn about cool things kids do in other places.

What Are The Benefits Of Doing The School Projects 

Doing school projects allows students to use what they learn in real, hands-on ways. Working on projects, alone or with others, helps students build useful skills for college and future jobs. Some main benefits of fully taking part in school projects are:

• Learning time management and planning  

Projects require breaking big jobs into steps and making schedules to finish different parts. This teaches students how to organize time and prioritize tasks.

• Practicing teamwork 

Group projects teach students to work well with others, take on roles, and deal with relationships. These skills are important in most professional settings.

• Gaining practical abilities  

Projects allow students to use tools, instruments, software, or hands-on materials to make products, models, presentations, etc. This gives them direct experience applying what they learn.

• Improving research and critical thinking  

Projects often involve finding information from different sources and analyzing evidence to conclude. This builds analytical and problem-solving skills.

• Developing communication 

Presenting or explaining projects requires organizing and sharing information and ideas. This helps improve public speaking, writing, and listening skills.

• Building confidence 

Meeting project goals and making high-quality deliverables gives students a sense of accomplishment and belief in themselves. This motivates more effort and success.

In short, fully taking part in school projects gives benefits beyond just learning academic material. It helps prepare students for success in further education, work, and life. The hands-on practice from projects is precious.

Closing Up 

School projects allow students to show creativity while building important academic and life abilities. The 120 project ideas in this blog post are meant to engage students’ imagination and interests across subjects and grade levels. 

From designing their cities to putting on a mock trial to making algorithms for a video game, these projects give students chances to apply critical thinking, teamwork, communication, and technical skills in fun, hands-on ways. 

Teachers can mix and match ideas that fit their curriculum goals and students’ needs. While projects take planning and effort from both teachers and students, the learning benefits make it worthwhile. Students can deepen their knowledge through real experience and feel proud of what they creatively accomplish. 

The projects they work on will leave lasting impressions and prepare them for future academic and career work that requires innovative thinking and products. In summary, including creative projects in learning is a worthwhile investment that pays off in getting students engaged, building skills, and preparing them for the real world. 

The ideas in this post can spark project-based learning that motivates students while giving them skills for lifelong success.

What are some good projects for beginner creators or students who don’t think they are very creative?

Start with simple designs, recipes, structures, or technology projects. Focus on following instructions rather than original ideas. Creativity grows with practice.

How much guidance should teachers provide versus letting students figure things out?

Give students a goal and basic requirements, but let them make many choices. Too much guidance limits creative problem-solving. Periodic check-ins help keep them on track.

Do students need access to expensive technology or materials to do creative projects?

Not necessarily. Every day recycled items can become building materials. Online programs like Scratch let students create games and animations. Creativity stems from ideas, not just resources.

• Tags 120 days , project ideas , school
• australia (2)
• duolingo (13)
• Education (268)
• General (73)
• How To (16)
• IELTS (127)
• Latest Updates (162)
• Malta Visa (6)
• Permanent residency (1)
• Programming (31)
• Scholarship (1)
• Sponsored (4)
• Study Abroad (187)
• Technology (12)
• work permit (8)

Recent Posts

The Comprehensive Guide to Project-Based Learning: Empowering Student Choice through an Effective Teaching Method

Our network.

Resources and Tools

In K-12 education, project-based learning (PBL) has gained momentum as an effective inquiry-based, teaching strategy that encourages students to take ownership of their learning journey. 

By integrating authentic projects into the curriculum, project-based learning fosters active engagement, critical thinking, and problem-solving skills. This comprehensive guide explores the principles, benefits, implementation strategies, and evaluation techniques associated with project-based instruction, highlighting its emphasis on student choice and its potential to revolutionize education.

What is Project-Based Learning?

Project-based learning (PBL) is a inquiry-based and learner-centered instructional approach that immerses students in real-world projects that foster deep learning and critical thinking skills. Project-based learning can be implemented in a classroom as single or multiple units or it can be implemented across various subject areas and school-wide. 

In contrast to teacher led instruction, project-based learning encourages student engagement, collaboration, and problem-solving, empowering students to become active participants in their own learning. Students collaborate to solve a real world problem that requires content knowledge, critical thinking, creativity, and communication skills.

Students aren’t only assessed on their understanding of academic content but on their ability to successfully apply that content when solving authentic problems. Through this process, project-based learning gives students the opportunity to develop the real-life skills required for success in today’s world. 

Positive Impacts of Project-Based Learning

By integrating project-based learning into the classroom, educators can unlock a multitude of benefits for students. The research evidence overwhelmingly supports the positive impact of PBL on students, teachers, and school communities. According to numerous studies (see  Deutscher et al, 2021 ;  Duke et al, 2020 ;  Krajick et al, 2022 ;  Harris et al, 2015 ) students in PBL classrooms not only outperform non-PBL classrooms academically, such as on state tests and AP exams, but also the benefits of PBL extend beyond academic achievement, as students develop essential skills, including creativity, collaboration, communication, and critical thinking. Additional studies documenting the impact of PBL on K-12 learning are available in the  PBL research annotated bibliography  on the New Tech Network website.

New Tech Network Project-Based Learning Impacts

Established in 1996, New Tech Network NTN is a leading nonprofit organization dedicated to transforming teaching and learning through innovative instructional practices, with project-based learning at its core.

NTN has an extensive network of schools across the United States that have embraced the power of PBL to engage students in meaningful, relevant, and challenging projects, with professional development to support teachers in deepening understanding of “What is project-based learning?” and “How can we deliver high quality project-based learning to all students?”

With over 20 years of experience in project-based learning, NTN schools have achieved impactful results. Several research studies documented that students in New Tech Network schools outperform their peers in non-NTN schools on SAT/ACT tests and state exams in both math and reading (see  Hinnant-Crawford & Virtue, 2019 ;  Lynch et al, 2018 ;  Stocks et al, 2019 ).  Additionally, students in NTN schools are more engaged and more likely to develop skills in collaboration, agency, critical thinking, and communication—skills highly valued in today’s workforce (see  Ancess & Kafka, 2020 ;  Muller & Hiller, 2020 ;  Zeiser, Taylor, et al, 2019 ). 

NTN provides comprehensive support to educators, including training, resources, and ongoing coaching, to ensure the effective implementation of problem-based learning and project-based learning. Through their collaborative network, NTN continuously shares best practices, fosters innovation, enables replication across districts, and empowers educators to create transformative learning experiences for their students (see  Barnett et al, 2020 ;  Hernández et al, 2019 ).

Key Concepts of Project-Based Learning

Project-based learning is rooted in several key principles that distinguish it from other teaching methods. The pedagogical theories that underpin project-based learning and problem-based learning draw from constructivism and socio-cultural learning. Constructivism posits that learners construct knowledge through active learning and real world applications. Project-based learning aligns with this theory by providing students with opportunities to actively construct knowledge through inquiry, hands-on projects, real-world contexts, and collaboration.

Students as active participants

Project-based learning is characterized by learner-centered, inquiry-based, real world learning, which encourages students to take an active role in their own learning. Instead of rote memorization of information, students engage in meaningful learning opportunities, exercise voice and choice, and develop student agency skills. This empowers students to explore their interests, make choices, and take ownership of their learning process, with teachers acting as facilitators rather than the center of instruction.

Real-world and authentic contexts

Project-based learning emphasizes real-world problems that encourage students to connect academic content to meaningful contexts, enabling students to see the practical application of what they are learning. By tackling personally meaningful projects and engaging in hands-on tasks, students develop a deeper understanding of the subject matter and its relevance in their lives.

Collaboration and teamwork

Another essential element of project-based learning is collaborative work. Students collaborating with their peers towards the culmination of a project, mirrors real-world scenarios where teamwork and effective communication are crucial. Through collaboration, students develop essential social and emotional skills, learn from diverse perspectives, and engage in constructive dialogue.

Project-based learning embodies student-centered learning, real-world relevance, and collaborative work. These principles, rooted in pedagogical theories like constructivism, socio-cultural learning, and experiential learning, create a powerful learning environment, across multiple academic domains, that foster active engagement, thinking critically, and the development of essential skills for success in college or career or life beyond school.

A Unique Approach to Project-Based Learning: New Tech Network

New Tech Network schools are committed to these key focus areas: college and career ready outcomes, supportive and inclusive culture, meaningful and equitable instruction, and purposeful assessment.

In the New Tech Network Model, rigorous project-based learning allows students to engage with material in creative, culturally relevant ways, experience it in context, and share their learning with peers.

Why Undertake this Work?

Teachers, administrators, and district leaders undertake this work because it produces critical thinkers, problem-solvers, and collaborators who are vital to the long-term health and wellbeing of our communities.

Reynoldsburg City Schools (RCS) Superintendent Dr. Melvin J. Brown observed that “Prior to (our partnership with New Tech Network) we were just doing the things we’ve always done, while at the same time, our local industry was evolving and changing— and we were not changing with it. We recognized we had to do better to prepare kids for the reality they were going to walk into after high school and beyond.

Students embrace the Model because they feel a sense of belonging. They are challenged to learn in relevant, meaningful ways that shape the way they interact with the world, like  these students from Owensboro Innovation Academy in Owensboro, Kentucky . 

When change is collectively held and supported rather than siloed, and all stakeholders are engaged rather than alienated, schools and districts build their own capacity to sustain innovation and continuously improve. New Tech Network’s approach to change provides teachers, administrators, and district leaders with clear roles in adopting and adapting student-centered learning. 

Part of NTN’s process for equipping schools with the data they need to serve their students involves conducting research surveys about their student’s experiences. 

“The information we received back from our NTN surveys about our kids’ experiences was so powerful,” said Amanda Ziaer, Managing Director of Strategic Initiatives for Frisco ISD. “It’s so helpful to be reminded about these types of tactics when you’re trying to develop an authentic student-centered learning experience. It’s just simple things you might skip because we live in such a traditional adult-centered world.” 

NTN’s experienced staff lead professional development activities that enable educators to adapt to student needs and strengths, and amplify those strengths while adjusting what is needed to address challenges.

Meaningful and Equitable Instruction

The New Tech Network model is centered on a PBL instructional core. PBL as an instructional method overlaps with key features of equitable pedagogical approaches including student voice, student choice, and authentic contexts. The New Tech Network model extends the power of PBL as a tool for creating more equitable learning by building asset-based equity pedagogical practices into the the design using key practices drawn from the literature on culturally sustaining teaching methods so that PBL instruction leverages the assets of diverse students, supports teachers as warm demanders, and develops critically conscious students in PBL classrooms (see  Good teaching, warm and demanding classrooms, and critically conscious students: Measuring student perceptions of asset-based equity pedagogy in the classroom ).

Examples of Project-Based Learning

New Tech Network schools across the country create relevant projects and interdisciplinary learning that bring a learner-centered approach to their school.  Examples of NTN Model PBL Projects  are available in the NTN Help and Learning Center and enable educators to preview projects and gather project ideas from various grade levels and content areas.

The NTN Project Planning Toolkit is used as a guide in the planning and design of PBL. The Project-based learning examples linked above include a third grade Social Studies/ELA project, a seventh grade Science project, and a high school American Studies project (11th grade English Language Arts/American History).

The Role of Technology in Project-Based Learning

A tool for creativity

Technology plays a vital role in enhancing PBL in schools, facilitating student  engagement, collaboration, and access to information. At the forefront, technology provides students with tools and resources to research, analyze data, and create multimedia content for their projects.

A tool for collaboration

Technology tools enable students to express their understanding creatively through digital media, such as videos, presentations, vlogs, blogs and interactive websites, enhancing their communication and presentation skills.

A tool for feedback

Technology offers opportunities for authentic audiences and feedback. Students can showcase their projects to a global audience through online platforms, blogs, or social media, receiving feedback and perspectives from beyond the classroom. This authentic audience keeps students engaged and striving for high-quality work and encourages them to take pride in their accomplishments.

By integrating technology into project-based learning, educators can enhance student engagement, deepen learning, and prepare students for a digitally interconnected world.

Interactive PBL Resources

New Tech Network offers a wealth of resources to support educators in gaining a deeper understanding of project-based learning. One valuable tool is the NTN Help Center, which provides comprehensive articles and resources on the principles and practices of implementing project-based learning.

Educators can explore project examples in the NTN Help Center to gain inspiration and practical insights into designing and implementing PBL projects that align with their curriculum and student needs.

Educators can start with the article “ What are the basic principles and practices of Project-Based Learning? Doing Projects vs. PBL . ” The image within the article clarifies the difference between the traditional education approach of “doing projects” and true project-based learning.

Project Launch

Students are introduced to a project by an Entry Event in the Project Launch (designated in purple on the image) this project component typically requires students to take on a role beyond that of ‘student’ or ‘learner’. This occurs either by placing students in a scenario that has real world applications, in which they simulate tasks performed by adults and/or by requiring learners to address a challenge or problem facing a particular community group.

The Entry Event not only introduces students to a project but also serves as the “hook” that purposefully engages students in the launch of a project. The Entry Event is followed by the Need to Know process in which students name what they already know about a topic and the project ask and what they “need to know” in order to solve the problem named in the project. Next steps are created which support students as they complete the Project Launch phase of a project.

Scaffolding

Shown in the image in red, facilitators ensure students gain content knowledge and skills through ‘scaffolding’. Scaffolding is defined as temporary supports for students to build the skills and knowledge needed to create the final product. Similar to scaffolding in building construction, it is removed when these supports are no longer needed by students.

Scaffolding can take the form of a teacher providing support by hosting small group workshops, students engaging in independent research or groups completing learner-centered activities, lab investigations, formative assessments and more.

Benchmarks (seen in orange in the image) can be checks for understanding that allow educators to give feedback on student work and/or checks to ensure students are progressing in the project as a team. After each benchmark, students should be given time to reflect on their individual goals as well as their team goals. Benchmarks are designed to build on each other to support project teams towards the culminating product at the end of the project.

NTN’s Help Center also provides resources on what effective teaching and learning look like within the context of project-based learning. The article “ What does effective teaching and learning look like? ” outlines the key elements of a successful project-based learning classroom, emphasizing learner-centered learning, collaborative work, and authentic assessments. 

Educators can refer to this resource to gain insights into best practices, instructional strategies, and classroom management techniques that foster an engaging and effective project-based learning environment.

From understanding the principles and practices of PBL to accessing examples of a particular project, evaluating project quality, and exploring effective teaching and learning strategies, educators can leverage these resources to enhance their PBL instruction and create meaningful learning experiences for their students.

Preparing Students for the Future with PBL

The power of PBL is the way in which it encourages students to think critically, collaborate, and sharpen communication skills, which are all highly sought-after in today’s rapidly evolving workforce. By engaging in authentic, real-world projects, and collaborating with business and community leaders and community members, students develop the ability to tackle complex problems, think creatively, and adapt to changing circumstances.

These skills are essential in preparing students for the dynamic and unpredictable nature of the future job market, where flexibility, innovation, and adaptability are paramount. 

“Joining New Tech Network provides us an opportunity to reframe many things about the school, not just PBL,” said Bay City Public Schools Chief Academic Officer Patrick Malley. “Eliminating the deficit mindset about kids is the first step to establishing a culture that makes sure everyone in that school is focused on next-level readiness for these kids.”

The New Tech Network Learning Outcomes align with the qualities companies are looking for in new hires: Knowledge and Thinking, Oral Communication, Written Communication, Collaboration and Agency.

NTN schools prioritize equipping students with the necessary skills and knowledge to pursue postsecondary education or training successfully. By integrating college readiness and career readiness into the fabric of PBL, NTN ensures that students develop the academic, technical, and professional skills needed for future success. 

Through authentic projects, students learn to engage in research, analysis, and presentation of their work, mirroring the expectations and demands of postsecondary education and the workplace. NTN’s commitment to college and career readiness ensures that students are well-prepared to transition seamlessly into higher education or enter the workforce with the skills and confidence to excel in their chosen paths.

The Impact of PBL on College and Career Readiness

PBL has a profound impact on college and career readiness. Numerous studies document the academic benefits for students, including performance in AP courses, SAT/ACT tests, and state exams (see  Deutscher et al, 2021 ;  Duke et al, 2020 ;  Krajick et al, 2022 ;  Harris et al, 2015 ). New Tech Network schools demonstrate higher graduation rates and college persistence rates than the national average as outlined in the  New Tech Network 2022 Impact Report . Over 95% of NTN graduates reported feeling prepared for the expectations and demands of college. 

Practices that Support Equitable College Access and Readiness

According to  a literature review conducted by New York University’s Metropolitan Center for Research on Equity and the Transformation of Schools  ( Perez et al, 2021 ) classroom level, school level, and district level practices can be implemented to create more equitable college access and readiness and these recommendations align with many of the practices built into the the NTN model, including culturally sustaining instructional approaches, foundational literacy, positive student-teacher relationships, and developing shared asset-based mindsets.

About New Tech Network

New Tech Network is committed to meeting schools and districts where they are and helping them achieve their vision of student success. For a full list of our additional paths to impact or to speak with someone about how the NTN Model can make an impact in your district, please send an email to  [email protected] .

Sign Up for the NTN Newsletter

What is PBL?

Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

In Project Based Learning, teachers make learning come alive for students.

Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by creating a public product or presentation for a real audience.

As a result, students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills. Project Based Learning unleashes a contagious, creative energy among students and teachers.

And in case you were looking for a more formal definition...

Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.

Watch Project Based Learning in Action

These 7-10 minute videos show the Gold Standard PBL model in action, capturing the nuts and bolts of a PBL unit from beginning to end.

VIDEO: The Water Quality Project

VIDEO: March Through Nashville

VIDEO: The Tiny House Project

How does pbl differ from “doing a project”.

PBL is becoming widely used in schools and other educational settings, with different varieties being practiced. However, there are key characteristics that differentiate "doing a project" from engaging in rigorous Project Based Learning.

We find it helpful to distinguish a "dessert project" -  a short, intellectually-light project served up after the teacher covers the content of a unit in the usual way - from a "main course" project, in which the project is the unit. In Project Based Learning, the project is the vehicle for teaching the important knowledge and skills student need to learn. The project contains and frames curriculum and instruction.

In contrast to dessert projects, PBL requires critical thinking, problem solving, collaboration, and various forms of communication. To answer a driving question and create high-quality work, students need to do much more than remember information. They need to use higher-order thinking skills and learn to work as a team.

Learn more about "dessert" projects vs PBL

The gold standard for high-quality PBL

To help ensure your students are getting the main course and are engaging in quality Project Based Learning, PBLWorks promotes a research-informed model for “Gold Standard PBL.” 

The Gold Standard PBL model encompasses two useful guides for educators: 

1)  Seven Essential Project Design Elements  provide a framework for developing high quality projects for your classroom, and

2)  Seven Project Based Teaching Practices   help teachers, schools, and organizations improve, calibrate, and assess their practice.

The Gold Standard PBL model aligns with the High Quality PBL Framework . This framework describes what students should be doing, learning, and experiencing in a good project. Learn more at HQPBL.org .

Yes, we provide PBL training for educators! PBLWorks offers a variety of workshops, courses and services for teachers, school and district leaders, and instructional coaches to get started and advance their practice with Project Based Learning. Learn more

See Sample Projects

Explore our expanding library of project ideas, with over 80 projects that are standards-aligned, and cover a range of grade levels and subject areas.

Don't miss a thing! Get PBL resources, tips and news delivered to your inbox.

Centers, Projects, and Initiatives

The research centers, projects, and initiatives based at the Harvard Graduate School of Education are creating new horizons in education by putting innovative ideas into reality. These groundbreaking efforts bring together communities of scholars, practitioners, advocates, and learners to test theories, push research into practice, and develop solutions to improve education outcomes for all.

Center for Digital Thriving

Creates knowledge and research-based resources that help people thrive in a tech-filled world

Center for Education Policy Research

Puts vast data to practical use to address education policy questions and improve outcomes

Center on the Developing Child

Drives research-based innovations to achieve meaningful outcomes for children facing adversity

Supports the cradle-to-career place-based partnership field, driving systems-level change and opening personalized pathways to success for all children and families

Immigration Initiative at Harvard

Advances interdisciplinary scholarship and hands-on research about immigration policy and immigrant communities

Making Caring Common

Establishes guidelines for developing students with a solid moral compass and a passion for making a difference

Project Zero

Creates and fosters dynamic ideas and practices that help teachers zero in on creative ways to teach and inspire students

Public Education Leadership Project

Works to improve leadership competencies of public school administrators through professional development to drive greater educational outcomes

Reach Every Reader

Develops tools to support the vision that all children can develop the skills, knowledge, and interest to become lifelong readers

Saul Zaentz Early Education Initiative

Provides educators with the knowledge and resources to cultivate optimal early learning environments and experiences for students

Faculty Research Initiatives and Labs

In addition to the research centers above, faculty at the Harvard Graduate School of Education conduct individual projects across research, practice, and policy, collaborating with HGSE students and with colleagues and organizations across the field of education.

• Adolescent Ethnic-Racial Identity Development (AERID) Laboratory
• The Black Teacher Archive
• C.A.R.E.S. Lab   
• Collaborative on Academic Careers in Higher Education (COACHE)   
• Creative Computing Lab  
• Data Wise Project  
• Deeper Learning Dozen  
• Global Education Innovation Initiative  
• Justice in Schools  
• Language Diversity & Literacy Development Research Group  
• Language for Learning  
• Leadership Initiative for Faith and Education (L.I.F.E.)
• Project on the Next Generation of Teachers  
• READS Lab  
• Refugee REACH  
• The Rowe Lab  
• Transformative Justice Initiative  

10 creative service learning projects to inspire your students

Service-learning is a fantastic pedagogie to use in the classroom to create student engagement and facilitate student’s personal growth. Service-learning projects enable students to connect what is being learned in the classroom with practical experience with the community. Not only does this give students a different insight into their lives, but challenges their perspective of the world around them and how they fit into it.

What learning objectives do service-learning projects answer to?

Service-learning is a versatile instructional strategy that can be applied to several different subjects across different grades. It is particularly useful in achieving learning objectives that involve [1] :

• Critical thinking – the synthesis and analysis of information to solve complex problems with multiple possible solutions
• Problem-solving – the application of concepts and knowledge to practice in new contexts
• Communication skills – effective written, oral and visual communication
• Teamwork – working collaboratively with others, especially across difference and diversity
• Responsibility – exercise well-reasoned judgement and taking ownership of learning

  Citizenship – using the disciplines knowledge base to address social issues, as well as developing the skills and habits for critical reflection

These different learning objectives are built into the five stages of service-learning, which include:

• Investigate – Learners understand that investigating the needs of the community makes service effective
• Preparation and Planning – Learners understand that preparation and planning ensure that the goals and needs are met
• Action – Learners understand that implementing a plan of action generates change and results
• Reflection (trans-disciplinary)- Learners understand that reflection is ongoing, prompting deep thinking and analysis about themselves and their relationship to society
• Demonstration/Communication (trans-disciplinary) – Learners recognize that through demonstration and communication they solidify their understanding and evoke a response from others.

Throughout the five stages of any service-learning project, students are challenged to expand their thinking of the world around them, which leads to personal growth. The skills learnt in each stage of the service-learning project creates opportunities for personal growth in terms of how students think and act. This fosters passion and empathy, helping students understand diversity and the challenges that others are going through and how to find solutions to them.

What do service-learning projects look like in and out of classrooms?

The benefits of service-learning within the school environment are endless, although finding the right projects to take part in can sometimes be a challenge. When deciding on a service-learning project, it is essential to look at the needs, challenges, issues and problems within your community. Finding a community partner who is open to working with your school and developing  projects around their needs and your learning outcomes is essential. We advise on partnerships with people, animals and the environment to provide voice and choice with students and projects. We have selected a few examples and these can be found on our Serve Learn Youtube channel: LINK

Take a look at some of our favorite examples of service-learning projects below [2][3] :

Health and wellness focus

• Create a campaign focused on health or prevention topics
• Establish a project that aims to provide elderly members of the community with companionship
•   Learn and create a program around good nutrition and its importance to the community

Community service focus

• Survey your school or neighborhood to find out what people think the issues are that need to be addressed. Publish and present the results
• Find, interview and write the histories of diverse people in your community
• Hold a clothing drive and deliver items to homeless shelters or communities in need

Environmental focus

• Fundraise for money to plant trees or gardens in the community that will feed people
• Grow trees for reforestation in the local community
• Create community gardens to help feed those in need
• Test school and community drinking water for dangerous chemicals and inform people of the results
• Clean up a vacant lot and landscape with native vegetation
•   Research the need to reduce litter inside and outside your school or other public areas and propose a solution and action campaign

Safety focus

• Produce an anti-crime, anti-drug, anti-violence play and perform it for the community
•   Create a public service announcement (PSA) on a safety issue
• Create a play that teaches young children how to stay safe at home while their parents are away and perform this in underprivileged schools
• Hold a silent auction in support of a cause, with artwork created by students around a concept such as Human Rights
•   Have students host a holiday art class, create art with community partners
• Use recycling to produce products to generate an income for a partner 

Inclusion focus

• Make maps of your community for newcomers and highlight useful resources
• Create and distribute a list of hotlines or agency links for kids who might need help
• Make posters or collages that promote tolerance and understanding of difference. Post them in your school
• Start an anti-bullying campaign
• Set up a buddy system at your school for kids with special needs

Animal focus

• Create fliers to distribute to pet owners about the nutritional needs of pets
• Start a bird sanctuary. Build bird feeders, plant trees and write journal entries about birds for younger grades
• Knit nests, pouches, or build bird boxes for wildlife sanctuaries

Internal school focus

• Design and paint a mural for the outside of your school to inspire learning
• Create a student-run conference on a concept such as poverty, diversity, equity, sustainability to build understanding of global and local issues. Have booths, breakout sessions and speakers

Literacy focus

• Develop booklets on cultures within your school or community. Give them to the library, partners and the Chamber of Commerce
• Translate Advocacy pamphlets and flyers into other languages to help community members who do not speak English
• Help teach literacy to younger students in homework help classes

Creative focus

• Write a children’s reading book, then read and give away books to children in hospitals and community partners
• Design and decorate duvets, pillows and blankets, knit hats, gloves for homeless children in the winter
• Create a play for an audience on an issue for advocacy

Sports focus

• Create a tournament for partners, students, community to participate for a cause
• Organize a fun run/walk for cancer
• Seek sponsorship for a cause for a period of time – run, skip, play a sport, swim, etc.

Technology focus

• Create a website for a community partner
• Create PSA blogs on a website for advocacy of a cause
• Utilize social media for various causes, promote UN SDGs, bring awareness to an issue such as pollution, human rights or the extinction of animals

Service-learning projects are not only beneficial for student’s personal growth they help the community by meeting verified needs through various types of action (direct, indirect, advocacy, research). It is so versatile that service learning projects can be implemented across several different subjects and grades.

Students develop passion through being involved in service learning projects that they are interested in. Providing students with agency-voice and choice of what project they would like to be involved with the community generates enthusiasm and engagement.

Insight into your community needs and a spark of creativity is all you need to make a difference.

[1] Jacoby,B, Howard,J. (2015).Service-Learning Essentials: Questions, Answers and Lessons Learned. United States of America, Jossey-Bass. PG81

[2]   The School for Ethical Education. (2017). Project Ideas for Service Learning. Viewed on 24 January 2020. https://www.ethicsed.org/project-ideas-for-service-learning.html

[3] West. D. (2018). 9 Powerful Service-Learning Projects to Inspire Your Students. The Art of Education University. Viewed on 24 January 2020. https://theartofeducation.edu/2017/10/24/october-art-purpose-service-learning-ideas-teach-kids-real-world-learning/

Tara brings passion and a deep understanding of service learning, rooted in years of experience, to her training. Her training builds bridges from theory to implementation while generously sharing her resources and knowledge to ensure our success. Tara works with the whole school (administration, teachers, students, and SL leaders) to build a sustainable program that is embedded in the curriculum and tied to the mission. She energized a faculty on a Friday afternoon, no easy feat, leaving them with a desire to learn more about SL and to become more involved. I cannot recommend Tara highly enough.

Tara Barton

Trending now.

• Integrated Curriculum: Changing the Future of Teaching December 10, 2019
• 10 creative service learning projects to inspire your students March 6, 2020
• Experiential Learning in and out of Classrooms August 20, 2019

Recent Posts

• How global citizen education is impacted through service learning
• Improving the 5 learning outcomes with service-learning
• 5 ways to integrate service-learning through an online learning approach
• The future of Collaborative Learning
• How to effectively implement Reciprocal Teaching in a learning environment

Previous Post 5 ways in which service learning can impact transformational learning

Next post implementing education reform through service-learning, recommended for you.

5 quick steps to conduct a formative assessment

Leave a Reply Cancel Reply

You must be logged in to post a comment.

© 2024 Serve Learn. Sitemap | Web Design by Digileads

• Conference Presentations
• Keynote Addresses
• Upcoming Events
• Collaboration

Education transforms lives

• SDG4 coordination
• Global Education Monitoring Report
• Global Coalition for Education
• UNESCO Chairs and UNITWIN Networks
• Global network of technical and vocational education and training institutions
• Global network of learning cities
• Right to education
• Education in emergencies
• Inclusion in education
• Early childhood care and education
• Higher education
• Literacy and adult learning
• Technical and vocational education and training
• Education and gender equality
• Girls’ and women’s education in science and technology
• Teacher education
• Education policies and strategies
• Education management, monitoring and evaluation
• Assessment for improved learning outcomes
• Curriculum development
• Global citizenship education
• Education about the Holocaust and genocide
• Countering hate speech
• Education for sustainable development
• Health and education
• Digital learning and transformation of education
• Futures of Education
• All UNESCO news on education
• Education stories
• Subscribe to the Education monthly newsletter

Publications

• Databases and tools
• National education profiles

girls’ well-being, learning and career choices

Photo essay

Education transforms lives and is at the heart of UNESCO’s mission to build peace, eradicate poverty and drive sustainable development. It is a human right for all throughout life. The Organization is the only United Nations agency with a mandate to cover all aspects of education. It has been entrusted to lead the Global Education 2030 Agenda through Sustainable Development Goal 4.  

UNESCO provides global and regional leadership in education, strengthens education systems worldwide and responds to contemporary global challenges through education with gender equality as an underlying principle. Its work encompasses quality educational development from pre-school to higher education and beyond.

Join the #DanceForEducation campaign!

As the African Union celebrates 2024 as year of education , UNESCO has teamed up with the internationally acclaimed Ivorian band, Magic System, to launch a new version of the band’s hit song ‘Magic in the Air’. Entitled ‘Education in the Air’, the song has been rewritten to promote education as the key to unlock Africa’s potential.

Let's dance together to remind world leaders of the central role education plays in achieving all Sustainable Development Goals. Join UNESCO's movement and #DanceForEducation. 

Our priorities

Keeping up the momentum to transform education.

Leading the transformation of learning to address the climate crisis

Steering technology in education on our terms

Setting a roadmap to build more peaceful, just and sustainable societies

Ensuring the right to education in emergencies and building resilience in the face of crisis

The path to education of four children in Africa

All children are #Borntolearn. But so many never do. Meet  Godfred,   Priscilla ,  Rougui  and  Pape . As part of the GEM Report Spotlight Series , follow the education journeys of four school children in Africa for an exclusive glimpse into their lives as they navigate their paths to learning in diverse contexts. Embark on a virtual journey to explore the unique experiences, aspirations, and accomplishments of these remarkable children.  

Leading and monitoring education

Unesco stories.

Photo essay: How UNESCO is supporting Afghan girls and women with literacy classes

UNESCO believes in the transformative power of education for girls and women in Afghanistan and its fundamental impact on the future generation of Afghan people. Learning how to read and write not only means a better life for girls and women – it also entails a bright future for the society with an empowered population.

allocate less than 4% of their GDP to education

lack basic literacy skills

must be recruited to achieve universal primary and secondary education by 2030

are out of school globally

Take action

Join UNESCO's right to education campaign

Video playlist

Education transforms lives. Every day around the globe. This playlist shows UNESCO’s action in education and our vision for the future of learning. 

More publications

Unesco prizes on education.

Subscribe to UNESCO's monthly newsletter on education

• Commitment to Diversity & Justice
• Land Acknowledgement
• PZ Doctoral Fellows
• Our First 50 Years
• Art & Aesthetics
• Assessment, Evaluation & Documentation
• Civic Engagement
• Cognition, Thinking & Understanding
• Collaboration & Group Learning
• Digital Life & Learning
• Disciplinary & Interdisciplinary Studies
• Ethics at Work
• Global & Cultural Understanding
• Humanities & Liberal Arts
• Leadership & Organizational Learning
• Learning Environments
• Making & Design
• Science Learning
• Early Childhood
• Primary / Elementary School
• Secondary / High School
• Higher Education
• Adult & Lifelong Learning
• Organizational Learning
• Agency by Design
• Aligned Programs for the 21st Century
• Artful Thinking
• Arts as Civic Commons
• Causal Learning Projects
• Center for Digital Thriving
• Citizen-Learners: A 21st Century Curriculum and Professional Development Framework
• Creando Comunidades de Indagación (Creating Communities of Inquiry)
• Creating Communities of Innovation
• Cultivating Creative & Civic Capacities
• Cultures of Thinking
• EcoLEARN Projects
• Educating with Digital Dilemmas
• Envisioning Innovation in Education
• Global Children
• Growing Up to Shape Our Place in the World
• Higher Education in the 21st Century
• Humanities and the Liberal Arts Assessment (HULA)
• Idea Into Action
• Implementation of The Good Project Lesson Plans
• Inspiring Agents of Change
• Interdisciplinary & Global Studies
• Investigating Impacts of Educational Experiences
• JusticexDesign
• Leadership Education and Playful Pedagogy (LEaPP)
• Leading Learning that Matters
• Learning Innovations Laboratory
• Learning Outside-In
• Making Ethics Central to the College Experience
• Making Learning Visible
• Multiple Intelligences
• Navigating Workplace Changes
• Next Level Lab
• Out of Eden Learn
• Pedagogy of Play
• Reimagining Digital Well-being
• Re-imagining Migration
• Signature Pedagogies in Global Education
• Talking With Artists Who Teach
• Teaching for Understanding
• The Good Project
• The Studio Thinking Project
• The World in DC
• Transformative Repair
• Visible Thinking
• Witness Tree: Ambassador for Life in a Changing Environment
• View All Projects
• At Home with PZ

Thinking Routine Toolbox

• Zero In Newsletters
• View All Resources
• Professional Development

Search form

Thinkability Season 3

Project Zero Classroom 2024

The Participatory Creativity Guide for Educators

Explore a new, free book from the Pedagogy of Play Project

PZ Professional Learning Offerings (2023 - 2024)

A Message From PZ's Co-Directors

Get articles, books, tools, and more

ALL RESOURCES

Resources for learning at home, remotely, and in the classroom.

Explore by Topic

From the Blogs >

View All Blogs >

Professional Development >

View All Professional Development >

• Privacy Policy
• Harvard Graduate School of Education
• Harvard University
• Digital Accessibility Policy

Copyright 2022 President and Fellows of Harvard College | Harvard Graduate School of Education

Subscribe to Our Mailing List

Email Address

By submitting this form, you are granting: Project Zero, 13 Appian Way, Cambridge, Massachusetts, 02138, United States, http://www.pz.gse.harvard.edu permission to email you. You may unsubscribe via the link found at the bottom of every email. (See our Email Privacy Policy for details.) Emails are serviced by Constant Contact.

Oral History Offers a Model for How Schools Can Introduce Students to Complex Topics

• Share article

As historian David McCullough said, history is the study of who we are and why we are the way we are.

That’s why teachers in the Memphis-Shelby County public schools, as racially isolated now as they were when the U.S. Supreme Court outlawed school segregation, have launched a curriculum to introduce their students to the 13 children who helped integrate these Tennessee city schools in 1961.

Memphis-Shelby County teachers, researchers from the University of Memphis, and the local Memphis 13 Foundation worked with seven of the 10 surviving members of the Memphis 13—a group of Black 1st graders who peacefully enrolled in four all-white schools at the height of the civil rights era—to develop teacher training, lesson plans, and oral history activities for elementary students.

“Just going home and talking to grandparents or talking to the elders in their community was never going to be enough,” said Anna Falkner, an assistant professor at the University of Memphis and a co-developer of the curriculum, “because it wouldn’t provide [students] with the context that they needed in order to understand what happened and understand the ongoing effects of, for example, the way segregation looks today.”

The Memphis 13 project offers a model for how schools can introduce complex subjects to students, even in early grades, while also giving them opportunities to investigate social studies in their communities

“Really consider the context,” Falkner said. “What are the specifics that can help students understand their Southern context or the context wherever they are and what that means in relation to the larger experience. It’s not just focusing on that national narrative, not just sharing Brown v. Board , but really thinking about, what did this look like in my backyard? What did it look like for my family members or my community members?”

For example, teachers met with surviving members of the Memphis 13 to identify projects for students in 2nd and 5th grades, when Tennessee social studies standards cover civil rights issues. Sheila Malone, one of the students who first integrated into the district’s Bruce Elementary as a 1st grader, suggested that 5th graders record the experiences of others who had attended the district schools during desegregation.

“[Malone] wanted the students to go back home and share the story and have intergenerational conversations about the history of our schools,” said Gina Tillis, the director of curriculum and instruction for the Memphis 13 Foundation, who co-developed the Memphis curriculum. “One of the things that I’ve noticed with the members of Memphis 13 is, as they’re sharing their stories, they’re unpacking memories that have been silenced. … This is a really powerful space for students to reflect on their education, their parents’ and their elders’ education, and what we’re doing collectively to create a more inclusive and equitable school system.”

Second graders, for example, watch documentaries and review news accounts about the school desegregation decisions in Memphis and other cities, identifying ways children their age participated. In 5th grade , students review collected oral history interviews and collect their own, as well as analyze modern policies related to school integration. Tillis said the project plans to expand the curriculum to 8th and 11th grades in the future.

Building school integration history projects

Emerging technology has made it easier for educators to engage their students in active historical research, according to the Center for Public History and Digital Humanities at Cleveland State University in Ohio. The center, for example, has developed apps to help students record interviews and archive historical documents.

Efforts like those of the Memphis 13 helped integrate public schools in the decades following the landmark U.S. Supreme Court ruling in Brown v. Board of Education . However, these trends began to reverse in the 1990s and have worsened to this day, even as the overall public school population has grown more diverse. Studies find schools serving high populations of students of color continue to have on average fewer educational opportunities —including challenging courses, experienced teachers, and other resources—compared with schools serving mostly white students.

While the Memphis 13 are well known, Tillis stressed that schools can use community history to engage students regardless of where they are. “Everyone has a school desegregation story. Every district, every person ... and every district story is unique,” she said. “It’s, I think, one of the most powerful stories to share because it offers you this platform to really deconstruct what’s going on in our schools.”

Researchers recommended that schools interested in developing similar projects:

• Work with local historians and groups to identify social studies topics and events that had strong effects on the local community. This can include school district librarians or archivists, for example.
• Provide teachers with training in both the historical context and strategies and tools for documenting community history.
• Focus on topics that encourage students to make connections between history and current issues in their community.

“One of the lessons that we’re hoping to share with other school districts is just the power of listening to your community members who are historians, even if they don’t work for the local archive: the neighbor down the street who kept all the newspapers, the person who knew everybody in the neighborhood,” Falkner said. “Finding those community members and making a meaningful way for them to participate in the curriculum development is the most important piece.”

Sign Up for EdWeek Update

Edweek top school jobs.

Sign Up & Sign In

An official website of the United States government

Official websites use .gov A .gov website belongs to an official government organization in the United States.

Planet vs. Plastics: 10 education programs to inspire you this Earth Day

Learn how communities are taking the lead to rethink, refuse, reduce, reuse, repair, and recycle plastics..

Earth Day is an opportunity for us to celebrate our blue planet. In honor of Earth Day 2024, we’re sharing success stories from education programs that made positive, tangible changes related to this year’s theme: Planet vs. Plastics. Whether these stories give you another reason to smile about our beautiful planet or even inspire you to celebrate in your own way , NOAA Education wishes you a happy Earth Day! 

For this Earth Day, NOAA Education is highlighting education efforts across NOAA that are taking on Planet vs. Plastics. 

Learn about Plastic Pollution

General Marine Debris Education 

• Discover marine debris
• Marine Debris Education
• Activities and curricula

What is plastic debris? 

• What is marine debris? Plastic debris
• Plastics in the ocean
• Microplastics
• The ins and outs of plastic pollution
• Trash Talk - What is plastic debris?  

What are the impacts of plastic debris? 

• Bite-sized plastic
• Trash Talk - Impacts of marine debris

Myths and misconceptions

• How long until it’s gone?
• Garbage patches

How to Help Prevent Plastic Pollution

• How to help
• Host your own cleanup
• Trash Shouldn’t Splash Toolkit
• Monitor marine debris and plastic in your community with the Marine Debris Monitoring and Assessment Project

Wai‘anae celebrates Get Into Your Sanctuary Day at the intersection of cleanups and community

Papahānaumokuākea Marine National Monument O‘ahu staff partnered with Ko Olina Resort and local conservation organizations to celebrate Get Into Your Sanctuary Day. The event was held at Mā‘ili Beach Park on O‘ahu and featured a beach cleanup, a community art mural, a marine debris art exhibit, local entertainment, and ocean awareness and educational activities. Attendees engaged with organizations like the Boys and Girls Clubs of Nānākuli and Wai‘anae, the Division of Aquatic Resources, Wai‘anae High School Marine Learning Center, and many others. Talented Hawai‘i artists Ruben Aira, Mark Cunningham, and Susan Scott displayed art created from recycled objects, including discarded surfboards. They collected more than 290 pounds of trash from the coastline while local musicians and a hālau hula provided entertainment for volunteers.

Alaska school “sporks” change in lunchtime plastic use 

Students at Tongass School of the Arts and Sciences (TSAS) in Ketchikan, Alaska, are embarking on their second year as a NOAA Ocean Guardian School and focusing on education surrounding marine debris. This academic year, students implemented a program to replace single-use plastic sporks with reusable stainless steel sporks in their lunchroom. Because school lunches are prepared offsite and distributed to all Ketchikan district schools, TSAS did not have a commercial kitchen space or dishwasher. Using grant funds from the Ocean Guardian School Program, TSAS was able to purchase reusable sporks and a tabletop dishwasher. Using reusable sporks will keep an estimated 12,060 plastic forks from the landfill every year! “This is an excellent example of a relatively simple and inexpensive solution with a big impact for Ketchikan,” said Michelle Dutro, Alaska Sea Grant State Fellow with NOAA Fisheries. “We hope to see this same model implemented at other schools in the Ketchikan district in the coming years.”

Students upcycle marine debris to support a “Better Baja”

The Vermilion Sea Field Station, located in Bahía de los Ángeles in Mexico, is the home of the Aventureros program, a free year-round youth program that supports local students in discovering and caring for the marine and terrestrial worlds around them. These students, ages 7-17, are growing into the next generation of conservation leaders. Using previously collected local marine debris data and support from the NOAA Marine Debris Program , Vermilion Sea Institute team members are working alongside Aventureros to tackle marine debris at its source. Modeled as a place-based debris prevention initiative, Aventureros Averting Plastics for a Better Baja is engaging the local community in identifying approaches that extend the life cycle of products, encouraging proper disposal practices including the installation of four community-designed plastic waste receptacles, and eliminating single-use plastics. This initiative is also engaging local community members and businesses by hosting monthly beach and desert cleanup events, recruiting restaurants to participate in a sustainable takeout container subscription service, and centering community voices in local marine debris monitoring and prevention efforts.

Olympic Coast National Marine Sanctuary teaches students that microplastics are no small issue

Olympic Coast National Marine Sanctuary ’s education team recently visited two local schools to share information on the impacts of microplastics in the ocean. During the visits, the team led hands-on filtration labs for students to compare microplastic contents from nearby beaches. Five students from Stevens Middle School in Port Angeles, Washington, a NOAA Ocean Guardian School , learned about the harmful effects of microplastics in the marine environment. Through the lab activity, they learned how to observe and document plastics found in marine environments. The students hope to incorporate a technological solution as they focus on removing microplastics and other marine debris in their upcoming project for the Technology Student Association competition. Additionally, marine biology students at the Peninsula College campus in Port Townsend, Washington, compared microplastic contents from three local beaches. The lab concluded with a discussion of the different types and colors of plastics discovered, their possible origins, and potential ways to prevent further microplastic pollution, ranging from large scale infrastructure to everyday household habits. 

Go fish! Planet Stewards work to improve sustainable fishing practices 

Patronis Elementary School students in Panama City Beach, Florida, are focusing on reducing and removing derelict fishing gear and other marine debris from local beaches and waterways with support from NOAA Planet Stewards . Using a strategy focused on education, stewardship, outreach, and civic action, their goal is to educate the community about the impact of derelict fishing gear on marine ecosystems and wildlife. They have designed and printed 300 educational brochures, stickers, and posters about the impact of marine debris and will be distributing them at community events later this spring. Already, more than 300 students have removed 120 pounds of trash from the school's campus and area beaches, assembled and installed three large fishing line recycling containers along highly populated fishing piers, and assembled and distributed 300 personal-sized fishing line recycling containers at local fishing events and tackle shops. With support from NOAA Planet Stewards over the past several years, Patronis Elementary School students have also created a salt marsh nursery, conducted beach cleanups, and recycled collected materials into art.

Alaskan students chart a course for cleaner landscapes

Students at Dimond High School in Anchorage, Alaska, are focusing on the 6Rs — refuse, rethink, reduce, reuse, rot, and recycle — in their third year as a NOAA Ocean Guardian School . In 2023, 39 students rented a bus and chartered a boat to pick up more than 600 pounds of marine debris from a remote beach in Whittier, Alaska. They then gave 400 pounds of the debris to local engineer Patrick Simpson of PKS Consulting, where it was sorted and the plastics were ground and extruded into recycled lumber. This lumber can reduce the need for new materials and be used for outdoor infrastructure like boardwalks, fencing, and picnic tables. The students also made a difference closer to home, where they spent more than 2,120 hours removing trash from their campus and community, collecting another 600 pounds of trash.

Students become stewards of a sensitive salt marsh

With support from NOAA Planet Stewards , University of Georgia Marine Extension and Georgia Sea Grant offsite link are working with Glynn Middle School students in Brunswick, Georgia, to remove potential marine debris from a sensitive salt marsh habitat along a highly traveled highway. High coastal winds and tides often sweep litter from the area into the local salt marsh, a coastal wetland that provides intertidal habitat essential for healthy fisheries, coastlines, and communities. The project plans to prevent 18 acres of salt marsh habitat degradation by removing at least 2,000 pieces of marine debris from the school’s property and the surrounding marsh. They also plan to remove at least 1,000 pieces of marine debris from a 160-acre area of the larger Brunswick community and coastal environment during a community-wide cleanup event in June 2024. In addition to removing marine debris, the program is educating the students to be aware of their plastic consumption and introducing creative ways to reduce plastic use and waste, recycle and upcycle plastics, and lessen their impact on the marine ecosystem.

The last straw: California school implements zero-waste lunch system 

Monterey Bay Charter School, a NOAA Ocean Guardian School , continued their journey towards zero waste by fighting to reduce ocean plastic pollution on the school campus and local beach. One of the biggest accomplishments so far this year was the implementation of a zero-waste school lunch system. The student council worked with local waste hauler and waste management company ReGen to develop a new food waste composting system, so that all compostable foodware and food scraps could be turned into compost for local farmers. The school now has well-marked bins placed around campus and regularly trains students at Ocean Guardian assemblies on “what goes where.” Students and staff worked with the school lunch provider to provide waste-free, “family-style” lunches to students in fully reusable containers and foodware, and provide compostable foodware as a backup option. Participants found that now that they have a system down, going fully reusable has become a part of the community lifestyle and culture. The school also partnered with Save Our Shores to participate in the California Coastal Commission’s Adopt-A-Beach program, where they will organize and conduct three community beach clean-ups each year, collect data, and create stewardship signage with original student artwork. 

From ridge to reef: Protecting Guam’s marine life through student efforts

The NOAA Office of National Marine Sanctuaries , Office for Coastal Management , and Marine Debris Program , in partnership with the National Marine Sanctuary Foundation offsite link , supported the first NOAA Ocean Guardian School program in Guam across two high schools. At Simon A. Sanchez High School, students and teachers came together to carry out 40 beach and campus cleanups and install 60 recycling bins, four compost bins, and seven compost collection bins. This project involved five schools on the island, with participation from three teachers, 119 official student members who directly carried out the project, and an estimated 300 unofficial student members who provided feedback and assistance. In their own project, students and teachers from John F. Kennedy High School worked towards the goal of protecting the Tumon Bay Watershed and Tumon Bay Marine Preserve from marine debris. They implemented three main activities to achieve their goal: conducting cleanups in the watershed around their campus (including an illegal dumpsite across from their school), reducing plastic waste by providing reusable alternatives on campus, and advocating for the use of environmentally friendly products through posters, videos, and presentations. Together, these activities directly engaged 200 students and 10 teachers. Each project focused on implementing the 6Rs (refuse, rethink, reduce, reuse, rot, and recycle), promoting the stewardship and protection of Guam’s beautiful marine ecosystems!

No butts about it: Maryland students advocate for systematic changes surrounding cigarette-littered piers 

With support from NOAA Planet Stewards , 17 Baltimore high school students in the Henry Hall Fellowship offsite link program at the National Aquarium took on the issue of marine debris. The fellows worked with National Aquarium staff and an intern to conduct cleanup events along piers near the National Aquarium. Using the Litterati app to record and geotag trash found on piers, they collected more than 3,000 pieces of trash over three days. Fellows then analyzed the data and determined that the number one marine debris pollutant discovered was cigarette butts. The students identified solutions to mitigate cigarette butt littering, emphasizing working with local residents to prevent and mitigate land-based litter in Baltimore City. Using the advocacy and communication training they received, they generated an advocacy plan to create behavioral and systematic change for cigarette smokers, the National Aquarium, and Baltimore City’s Harbor. The plan included signs and stickers designed by fellows, an all-staff memorandum regarding cigarette butt disposal for National Aquarium staff and volunteers, and conversations with Waterfront Partnership, a group that includes many Inner Harbor adjacent businesses regarding the issue. 

Related Features //

• Our Mission

The 10 Most Significant Education Studies of 2021

From reframing our notion of “good” schools to mining the magic of expert teachers, here’s a curated list of must-read research from 2021.

It was a year of unprecedented hardship for teachers and school leaders. We pored through hundreds of studies to see if we could follow the trail of exactly what happened: The research revealed a complex portrait of a grueling year during which persistent issues of burnout and mental and physical health impacted millions of educators. Meanwhile, many of the old debates continued: Does paper beat digital? Is project-based learning as effective as direct instruction? How do you define what a “good” school is?

Other studies grabbed our attention, and in a few cases, made headlines. Researchers from the University of Chicago and Columbia University turned artificial intelligence loose on some 1,130 award-winning children’s books in search of invisible patterns of bias. (Spoiler alert: They found some.) Another study revealed why many parents are reluctant to support social and emotional learning in schools—and provided hints about how educators can flip the script.

1. What Parents Fear About SEL (and How to Change Their Minds)

When researchers at the Fordham Institute asked parents to rank phrases associated with social and emotional learning , nothing seemed to add up. The term “social-emotional learning” was very unpopular; parents wanted to steer their kids clear of it. But when the researchers added a simple clause, forming a new phrase—”social-emotional & academic learning”—the program shot all the way up to No. 2 in the rankings.

What gives?

Parents were picking up subtle cues in the list of SEL-related terms that irked or worried them, the researchers suggest. Phrases like “soft skills” and “growth mindset” felt “nebulous” and devoid of academic content. For some, the language felt suspiciously like “code for liberal indoctrination.”

But the study suggests that parents might need the simplest of reassurances to break through the political noise. Removing the jargon, focusing on productive phrases like “life skills,” and relentlessly connecting SEL to academic progress puts parents at ease—and seems to save social and emotional learning in the process.

2. The Secret Management Techniques of Expert Teachers

In the hands of experienced teachers, classroom management can seem almost invisible: Subtle techniques are quietly at work behind the scenes, with students falling into orderly routines and engaging in rigorous academic tasks almost as if by magic. 

That’s no accident, according to new research . While outbursts are inevitable in school settings, expert teachers seed their classrooms with proactive, relationship-building strategies that often prevent misbehavior before it erupts. They also approach discipline more holistically than their less-experienced counterparts, consistently reframing misbehavior in the broader context of how lessons can be more engaging, or how clearly they communicate expectations.

Focusing on the underlying dynamics of classroom behavior—and not on surface-level disruptions—means that expert teachers often look the other way at all the right times, too. Rather than rise to the bait of a minor breach in etiquette, a common mistake of new teachers, they tend to play the long game, asking questions about the origins of misbehavior, deftly navigating the terrain between discipline and student autonomy, and opting to confront misconduct privately when possible.

3. The Surprising Power of Pretesting

Asking students to take a practice test before they’ve even encountered the material may seem like a waste of time—after all, they’d just be guessing.

But new research concludes that the approach, called pretesting, is actually more effective than other typical study strategies. Surprisingly, pretesting even beat out taking practice tests after learning the material, a proven strategy endorsed by cognitive scientists and educators alike. In the study, students who took a practice test before learning the material outperformed their peers who studied more traditionally by 49 percent on a follow-up test, while outperforming students who took practice tests after studying the material by 27 percent.

The researchers hypothesize that the “generation of errors” was a key to the strategy’s success, spurring student curiosity and priming them to “search for the correct answers” when they finally explored the new material—and adding grist to a 2018 study that found that making educated guesses helped students connect background knowledge to new material.

Learning is more durable when students do the hard work of correcting misconceptions, the research suggests, reminding us yet again that being wrong is an important milestone on the road to being right.

4. Confronting an Old Myth About Immigrant Students

Immigrant students are sometimes portrayed as a costly expense to the education system, but new research is systematically dismantling that myth.

In a 2021 study , researchers analyzed over 1.3 million academic and birth records for students in Florida communities, and concluded that the presence of immigrant students actually has “a positive effect on the academic achievement of U.S.-born students,” raising test scores as the size of the immigrant school population increases. The benefits were especially powerful for low-income students.

While immigrants initially “face challenges in assimilation that may require additional school resources,” the researchers concluded, hard work and resilience may allow them to excel and thus “positively affect exposed U.S.-born students’ attitudes and behavior.” But according to teacher Larry Ferlazzo, the improvements might stem from the fact that having English language learners in classes improves pedagogy , pushing teachers to consider “issues like prior knowledge, scaffolding, and maximizing accessibility.”

5. A Fuller Picture of What a ‘Good’ School Is

It’s time to rethink our definition of what a “good school” is, researchers assert in a study published in late 2020.⁣ That’s because typical measures of school quality like test scores often provide an incomplete and misleading picture, the researchers found.

The study looked at over 150,000 ninth-grade students who attended Chicago public schools and concluded that emphasizing the social and emotional dimensions of learning—relationship-building, a sense of belonging, and resilience, for example—improves high school graduation and college matriculation rates for both high- and low-income students, beating out schools that focus primarily on improving test scores.⁣

“Schools that promote socio-emotional development actually have a really big positive impact on kids,” said lead researcher C. Kirabo Jackson in an interview with Edutopia . “And these impacts are particularly large for vulnerable student populations who don’t tend to do very well in the education system.”

The findings reinforce the importance of a holistic approach to measuring student progress, and are a reminder that schools—and teachers—can influence students in ways that are difficult to measure, and may only materialize well into the future.⁣

6. Teaching Is Learning

One of the best ways to learn a concept is to teach it to someone else. But do you actually have to step into the shoes of a teacher, or does the mere expectation of teaching do the trick?

In a 2021 study , researchers split students into two groups and gave them each a science passage about the Doppler effect—a phenomenon associated with sound and light waves that explains the gradual change in tone and pitch as a car races off into the distance, for example. One group studied the text as preparation for a test; the other was told that they’d be teaching the material to another student.

The researchers never carried out the second half of the activity—students read the passages but never taught the lesson. All of the participants were then tested on their factual recall of the Doppler effect, and their ability to draw deeper conclusions from the reading.

The upshot? Students who prepared to teach outperformed their counterparts in both duration and depth of learning, scoring 9 percent higher on factual recall a week after the lessons concluded, and 24 percent higher on their ability to make inferences. The research suggests that asking students to prepare to teach something—or encouraging them to think “could I teach this to someone else?”—can significantly alter their learning trajectories.

7. A Disturbing Strain of Bias in Kids’ Books

Some of the most popular and well-regarded children’s books—Caldecott and Newbery honorees among them—persistently depict Black, Asian, and Hispanic characters with lighter skin, according to new research .

Using artificial intelligence, researchers combed through 1,130 children’s books written in the last century, comparing two sets of diverse children’s books—one a collection of popular books that garnered major literary awards, the other favored by identity-based awards. The software analyzed data on skin tone, race, age, and gender.

Among the findings: While more characters with darker skin color begin to appear over time, the most popular books—those most frequently checked out of libraries and lining classroom bookshelves—continue to depict people of color in lighter skin tones. More insidiously, when adult characters are “moral or upstanding,” their skin color tends to appear lighter, the study’s lead author, Anjali Aduki,  told The 74 , with some books converting “Martin Luther King Jr.’s chocolate complexion to a light brown or beige.” Female characters, meanwhile, are often seen but not heard.

Cultural representations are a reflection of our values, the researchers conclude: “Inequality in representation, therefore, constitutes an explicit statement of inequality of value.”

8. The Never-Ending ‘Paper Versus Digital’ War

The argument goes like this: Digital screens turn reading into a cold and impersonal task; they’re good for information foraging, and not much more. “Real” books, meanwhile, have a heft and “tactility”  that make them intimate, enchanting—and irreplaceable.

But researchers have often found weak or equivocal evidence for the superiority of reading on paper. While a recent study concluded that paper books yielded better comprehension than e-books when many of the digital tools had been removed, the effect sizes were small. A 2021 meta-analysis further muddies the water: When digital and paper books are “mostly similar,” kids comprehend the print version more readily—but when enhancements like motion and sound “target the story content,” e-books generally have the edge.

Nostalgia is a force that every new technology must eventually confront. There’s plenty of evidence that writing with pen and paper encodes learning more deeply than typing. But new digital book formats come preloaded with powerful tools that allow readers to annotate, look up words, answer embedded questions, and share their thinking with other readers.

We may not be ready to admit it, but these are precisely the kinds of activities that drive deeper engagement, enhance comprehension, and leave us with a lasting memory of what we’ve read. The future of e-reading, despite the naysayers, remains promising.

9. New Research Makes a Powerful Case for PBL

Many classrooms today still look like they did 100 years ago, when students were preparing for factory jobs. But the world’s moved on: Modern careers demand a more sophisticated set of skills—collaboration, advanced problem-solving, and creativity, for example—and those can be difficult to teach in classrooms that rarely give students the time and space to develop those competencies.

Project-based learning (PBL) would seem like an ideal solution. But critics say PBL places too much responsibility on novice learners, ignoring the evidence about the effectiveness of direct instruction and ultimately undermining subject fluency. Advocates counter that student-centered learning and direct instruction can and should coexist in classrooms.

Now two new large-scale studies —encompassing over 6,000 students in 114 diverse schools across the nation—provide evidence that a well-structured, project-based approach boosts learning for a wide range of students.

In the studies, which were funded by Lucas Education Research, a sister division of Edutopia , elementary and high school students engaged in challenging projects that had them designing water systems for local farms, or creating toys using simple household objects to learn about gravity, friction, and force. Subsequent testing revealed notable learning gains—well above those experienced by students in traditional classrooms—and those gains seemed to raise all boats, persisting across socioeconomic class, race, and reading levels.

10. Tracking a Tumultuous Year for Teachers

The Covid-19 pandemic cast a long shadow over the lives of educators in 2021, according to a year’s worth of research.

The average teacher’s workload suddenly “spiked last spring,” wrote the Center for Reinventing Public Education in its January 2021 report, and then—in defiance of the laws of motion—simply never let up. By the fall, a RAND study recorded an astonishing shift in work habits: 24 percent of teachers reported that they were working 56 hours or more per week, compared to 5 percent pre-pandemic.

The vaccine was the promised land, but when it arrived nothing seemed to change. In an April 2021 survey  conducted four months after the first vaccine was administered in New York City, 92 percent of teachers said their jobs were more stressful than prior to the pandemic, up from 81 percent in an earlier survey.

It wasn’t just the length of the work days; a close look at the research reveals that the school system’s failure to adjust expectations was ruinous. It seemed to start with the obligations of hybrid teaching, which surfaced in Edutopia ’s coverage of overseas school reopenings. In June 2020, well before many U.S. schools reopened, we reported that hybrid teaching was an emerging problem internationally, and warned that if the “model is to work well for any period of time,” schools must “recognize and seek to reduce the workload for teachers.” Almost eight months later, a 2021 RAND study identified hybrid teaching as a primary source of teacher stress in the U.S., easily outpacing factors like the health of a high-risk loved one.

New and ever-increasing demands for tech solutions put teachers on a knife’s edge. In several important 2021 studies, researchers concluded that teachers were being pushed to adopt new technology without the “resources and equipment necessary for its correct didactic use.” Consequently, they were spending more than 20 hours a week adapting lessons for online use, and experiencing an unprecedented erosion of the boundaries between their work and home lives, leading to an unsustainable “always on” mentality. When it seemed like nothing more could be piled on—when all of the lights were blinking red—the federal government restarted standardized testing .

Change will be hard; many of the pathologies that exist in the system now predate the pandemic. But creating strict school policies that separate work from rest, eliminating the adoption of new tech tools without proper supports, distributing surveys regularly to gauge teacher well-being, and above all listening to educators to identify and confront emerging problems might be a good place to start, if the research can be believed.

Support the Daily Press, Support Santa Monica

The price of your membership is up to you — you decide how much and how often. Our pledge is to keep original, authoritative journalism for Santa Monicans accessible to all, regardless of their means. Your membership helps accomplish that, and powers journalism focused on solutions to improve the city we share.

Your contribution is appreciated. You may cancel anytime.

Prefer to give a one-time contribution? Click here .

Santa Monica Daily Press

Santa Monica's trusted source of essential news for 22 years

Project learning, career education growth highlighted by school board

Share this:

• Click to share on Facebook (Opens in new window)
• Click to share on X (Opens in new window)

The number of students within Santa Monica-Malibu Unified School District (SMMUSD) gaining crucial skills and knowledge for future career paths has grown exponentially, according to an update given to the SMMUSD Board of Education on April 18.

During the board meeting, SMMUSD Coordinator of Learning and Innovation Dr. Devon Smith gave a presentation on the district’s project-based learning initiative and the latest news on Career Technical Education ( CTE ) pathways on school sites like Samohi. The CTE implementation, a priority for the district during the 2023-24 school year, has led to a bevy of students taking in the experiential focus at the high school level. After 10 SMMUSD graduates completed a CTE program in 2022-23, that number has risen steadily to 64 expected CTE graduates this year.

The district’s vision for high school CTE pathways, which includes college credit and leadership opportunities, industry certifications and work-based learning in a host of industries, has students gaining key experience in a plethora of topics. Of the 64 expected to graduate with CTE completion in 2023-24, 27 chose the photography pathway, 10 students chose the graphic design and computer science tracks, while others selected career pathways in journalism, television, film and automotives.

Overall completion numbers show a similarly rapid growth, as 34 students completed CTE programs in 2022-23, with 111 expected to complete programs by the end of this school year. For 2024-25, the district expects 173 graduating students to have finished a CTE program, and 273 to complete a program in total.

Smith noted that the CTE program is vast in the types of career opportunities given, including associations with Santa Monica College and the local business community for “expansion” in post-secondary situations, like dual enrollment and internships.

“[The program] allows [students] to get a taste of the working world now, get a taste of college now, and then once you get that college class under your belt … nobody can tell you that you can’t do college,” Smith said.

The board concurred with that assessment, with SMMUSD Superintendent Dr. Antonio Shelton stating that it is important for students to be multi-talented and have a multitude of options, while board members highlighted the importance of skill-based training during the school year.

“Nowadays, everywhere you go, people are looking to hire somebody that has skills already, and if you don’t have skills, that’s not going to get you in the door, no matter if you have a Masters, they want to see what you can do,” board member Maria Leon-Vasquez said.

The next major breakthrough on the Samohi front will be the continued launch of “integrated academies,” featuring a CTE or non-CTE course integrated with an academic subject. Examples include the newly-launched health and wellness pathway, which will integrate CTE learning into 12th grade physiology classes next fall, as well as the current engineering career pathway that partners with several 12th grade courses.

SMMUSD’s success with CTE starts with project-based learning on the elementary level , part of the district’s “general exposure” approach that makes students accustomed to CTE alignment with regular coursework. One of the district’s shining examples of this PBL work on the elementary level comes at Grant Elementary School, with Grant Principal Christian Fuhrer alongside several teachers and students at the meeting.

Project-based learning, in which students actively engage in real-world and personally meaningful projects, was an initiative restarted by Grant in 2023 after having to pause during the COVID-19 pandemic. This school year, Grant has been dedicated to ensuring that the teaching practices of PBL “become a major component” of the school’s instructional model, crafting units for each grade level that have students asking “driving questions” and then researching topics further.

For example, a PBL unit for Grant’s third-grade students focused on “natural hazards” and how communities can be safe and prepared for such disasters. Breaking down this real-world scenario into smaller questions, students eventually crafted solutions shown off at a “design solutions fair,” something both teachers and students found joy in.

“I have been very fortunate … to have our school come together to do this work … to have this work examined and really pushed is why I’m still here,” Grant third-grade teacher Virginia Ripley said.

Other units included a second-grade project on “heroes in the community” and how to make a difference in the world, with the students receiving visits from Dr. Shelton and Santa Monica Mayor Phil Brock as part of the experience. Fourth-grade students undertook a unit on “tiny houses,” focusing on home design that meets certain needs.

The transition to PBL units, Dr. Smith said, has been a “productive struggle” for teachers working through the discomfort of something they aren’t traditionally trained in, and switching their role during the units into being a “facilitator of learning” rather than being the be-all, end-all source of knowledge.

“We as educators have to get away from the idea that we’re the purveyors of all knowledge,” Smith said. “I know we don’t want to act that way, but we kind of feel that pressure sometimes. But we don’t have to if we bring experts into the room, and so it moves you off the stage as the central provider of knowledge to being a co-learner and a guide to the students.”

[email protected]

Thomas Leffler

Thomas Leffler has a Bachelor of Arts degree in Broadcast Journalism from Penn State University and has been in the industry since 2015. Prior to working at SMDP, he was a writer for AccuWeather and managed... More by Thomas Leffler

We've recently sent you an authentication link. Please, check your inbox!

Sign in with a password below, or sign in using your email .

Get a code sent to your email to sign in, or sign in using a password .

Enter the code you received via email to sign in, or sign in using a password .

• Subscribe to our newsletters:

Sign in with your email

Lost your password?

Try a different email

Send another code

Sign in with a password

By signing up, you agree to our Terms and Conditions.

FFA and high school ag programs show off creations at Kingsville competition

Texas A&M University-Kingsville's University Boulevard filled with trailers, barbeque pits and tractors Tuesday as the 2024 Agricultural Mechanics Show took over the street.

Banquete High School students Hunter Fox and Zeke Espinoza parked their project, a 1954 Ford NAA tractor in front of College Hall.

"This is the classic small tractor that any little farmer, rancher, golf course owner... that anybody would want," Fox said.

The students made engine repairs and repainted the tractor. They took the completed project to the Houston Livestock Show. As soon as the Kingsville show finished up, they headed out to another show in Brenham.

"Our FFA chapter may not be the biggest one, but we have the biggest interest at our school," Espinoza said. "I think it's best for any small school to have a project like this to be at a show like this. It introduces you to agriculture."

From Dallas to the Rio Grande Valley, 41 high schools came to participate in the competition. About 390 students participated, submitting 114 projects.

"This is our 10th year, but our largest show today," professor and coordinator Steven Boot Chumbley said.

Students are judged not just on the technical nature of their projects built from scratch, but also on their ability to communicate with judges about their process.

"We've got animal handling systems, we've got livestock equipment, we have trailers, and barbeque pits are their own separate division, and we have restored tractors," Chumbley said.

A&M-Kingsville senior Rayni Sandidge was one of the university volunteers helping run the competition. When she was in high school, she was involved with agricultural mechanics, 4-H and FFA.

"It helped me with my leadership skills as well as my communication skills," Sandidge said.

Students from H.M. King High School submitted a barbeque pit, smoker and rocket stove. They started and finished all of the projects in two months, after welding teacher Eric Gonzalez started at the school.

"If I had the chance to stay in school, I'd do it again," senior Juan Mireles said. "It was fun."

Mireles is interested in pursuing fabrication.

The barbeque pit project involved problem-solving, Mireles said.

"They were working on it non-stop," Gonzalez said. "I'm really proud of them."

Del Mar College receives additional funds after community college funding overhaul

Women in industry share opportunities with high school students

Community efforts to fund teachers, students growing in Coastal Bend

• Community News
• Area Births
• In the Courts
• Marriage Licenses
• Real Estate Transfers
• West Virginia News
• National News
• International News
• Local Sports
• Local Sports Columns
• West Virginia Sports
• Ohio Sports
• National Sports
• News and Sentinel Races
• Local columns
• Letters to the editor
• Anniversaries
• Engagements
• Coronavirus
• Classifieds
• Garage Sales
• Statement of Values
• Terms of Service
• Submit News
• Browse notices
• Place a notice

• Today's Paper

Subscribe Today

Wood county boe hears update on lubeck elementary school design.

T.J. Tharp, Project Manager for McKinley Associates, gives the introductions for the Pickering and Associates and McKinley presentation at Tuesday night’s Wood County Board of Education meeting regarding the footprint of the new Lubeck Elementary bond project. (Photo by Clara Noelle)

PARKERSBURG — Representatives from McKinley Architecture and Engineering and Pickering Associate Team presented the Wood County Board of Education with schematic design plans for the new Lubeck Elementary School Tuesday night.

“We have reached a pretty critical milestone in our design efforts for Lubeck Elementary School,” Project Manager for McKinley Associates T.J. Tharp said. “We’ve reached schematic design.”

Principal Civil Engineer with Pickering Associates Tyler Eppley shared details of the site plan, which includes two access drives off W.Va. 68 with a dedicated left turn lane approved by the West Virginia Department of Highways.

“We performed a traffic impact study with the assistance of AMT and it has been approved by the West Virginia DOH that this turn lane, that access has been approved by DOH and as you’re coming down south, that left will be a dedicated left yield turn into the site,” Eppley said.

The site plan provides separate drop-off loops for pre-K students and buses. Parents will be able to drop off younger children at double doors on the left side of the building before continuing around the loop to drop off older students.

Tyler Eppley, principal civil engineer with Pickering Associates, describes the details of the footprint for the new Lubeck Elementary School at Tuesday night’s Wood County Board of Education meeting. (Photo by Clara Noelle)

Inside, the school is designed with classrooms, cafeteria, gymnasium, and playgrounds to meet educational specifications. Direct access from pre-K and kindergarten classrooms to the playgrounds was included for student safety and convenience.

Board member Judy Johnson asked about a performance area or stage for students to perform on.

“I know that was a problem that parents complained about at Williamstown,” Johnson said. “That there was no place that they could have a Christmas program inside.”

Architect with McKinley Associates Tyler Clegg said a dedicated stage was never talked about. He said while no permanent stage was included due to space constraints, portable risers might be an option.

“We don’t have a stage so, what we did is, because basketball is a big thing in Lubeck, we came up with a solution where we have more bleachers than we need for basketball. So, for basketball events, we can fit like 250 spectators roughly, and then we can pull the bleachers out further past the basketball lines, and put the entire school and parents and spectators there,” Clegg said.

Assistant Superintendent of Operations Kaleb Lawrence giving a presentation of the bond project timeline at Tuesday night’s Wood County Board of Education meeting. (Photo by Clara Noelle)

The 51,000 square foot building will house 378 pre-K through fifth grade classrooms, a gymnasium larger than required by policy, and parking.

“This is a middle school size gym,” Epply said. “Policy 6200 actually calls for 1,800 square feet in the gym, this is 6,700 (sq ft) roughly.”

Outdoor spaces that include two playgrounds, walking tracks, and outdoor learning areas were also incorporated into the site plan.

Assistant Superintendent of Operations Kaleb Lawrence also provided details on changes to bond project timelines and locations for the 22 school renovation and construction projects.

One change he said is that the new North Parkersburg elementary school may no longer be located next to Hamilton Middle School due to traffic and parking concerns.

“Adding another 500 students to the school campus would impact traffic greatly,” Lawrence said. “We don’t think that’s probably a good site for that.”

Lawrence said Pickering will conduct due diligence on a potential new property in North Parkersburg near Van Devender Middle School. Lawrence said himself, Superintendent Christie Willis and Pickering CEO Ryan Taylor will also meet with Vienna City Council to discuss the possibility of a new school property in that city.

Lawrence presented a schedule for the projects planned from 2024 through 2026, including renovations at several high schools, new construction of elementary schools, and site work like turf installations and parking lots. Several projects are slated to begin construction in 2025.

Board member Rick Olcott said the community wants to understand when projects will be completed to plan for things like the start of sports seasons. Olcott said he hopes the district can provide a more defined sequence of projects by the end of May once site evaluations are finished.

“The community ought to be ready (for that timeline) by the end of May,” Olcott said.

Board President Justin Raber said delays outside of the district’s control held up progress for 18 months after voters approved the bond issue in 2020 but noted that in just four months since selling bonds in December, significant planning work has already been accomplished.

“Here we are, you know, roughly four months (later) and got the SBA money, how far we’ve come since all of that is absolutely dramatic,” Raber said.

Douglass Huxley can be reached at [email protected]

Today's breaking news and more in your inbox

• Daily Newsletter
• Breaking News

Manchin, Capito back aid for Ukraine, Israel, Taiwan

Williamstown ceremony honors fallen West Virginia DOH workers

Officials release more info on body found in Muskingum River

Biden says U.S. is rushing weaponry to Ukraine as he signs a $95B war aid measure into law

Arrests on California campus begin after students in Texas detained as Gaza war protests persist

Mid-ohio valley odds and ends.

Mid-Ohio Valley Climate Action Group PARKERSBURG — Mid-Ohio Valley Climate Action Group is accepting ...

Starting at $2.99/week.

Our websites may use cookies to personalize and enhance your experience. By continuing without changing your cookie settings, you agree to this collection. For more information, please see our University Websites Privacy Notice .

UConn Today

• School and College News
• Arts & Culture
• Community Impact
• Entrepreneurship
• Health & Well-Being
• Research & Discovery
• UConn Health
• University Life
• UConn Voices
• University News

April 25, 2024 | Shawn Kornegay - Neag School of Education

Neag School Receives $9K in 36 Hours During UConn Gives

The Neag School, including its Alumni Board, promoted three different education-affiliated projects during this year’s UConn Gives

Neag School doctoral student Amanda Sutter, right, received a Neag School Alumni Board Scholarship certificate at the Neag School Alumni Awards Ceremony in March from the president of the Alumni Board, Jocelyn Tamborello-Noble ’03 (ED), ’04 MA, ’09 6th Year. (Defining Studios photo)

Thanks to around 136 individuals, the Neag School of Education garnered more than $9,000 in contributions during UConn Gives 2024. The annual University-wide fundraising event raised over $662,000 for UConn in just 36 hours, with incoming donations to support everything from scholarships and academic programs to student groups and athletics. The Neag School, including its Alumni Board, promoted three different education-affiliated projects during this year’s UConn Gives, held on April 17 and 18.

• Dr. Sue Saunders Higher Education & Student Affairs (HESA) Professional Development Fund  – $3,155 from 56 donors, plus a $500 matching gift from Saunders
• Neag School of Education Alumni Board Scholarship – $4,473 from 58 donors
• Department of Curriculum & Instruction – Defraying the Cost of Entering the Teaching Profession – $1,600 from 22 donors

All three of these projects were also part of UConn Gives in 2023. This year, the Dr. Sue Saunders HESA Professional Development Fund  also won a matching gift challenge funded by Saunders, adding $500 to the project’s total.

The Dr. Sue Saunders HESA fund was established to honor the commitment and dedication of Saunders, longtime director of the Higher Education and Student Affairs program , and to support the development of graduate students in the program. The fund supports students who participate in professional development activities, including conferences, courses, webinars, association memberships, access to publications, research activities, and more.

“The Dr. Sue Saunders HESA Professional Development Fund is vital in supporting the learning, growth, and development of HESA master’s students,” says Adam McCready, assistant professor-in-residence in the HESA program. “Dr. Saunders’ matching gift and the gifts from alumni and other community members ensure that HESA students can continue to have access to these transformative professional development opportunities.”

The second project, led by the  Neag School Alumni Board , was again successful in encouraging alumni and friends to support the Neag School of Education Alumni Board Scholarship Fund. The Neag School’s Alumni Board is deeply invested in providing annual financial support to academically excellent graduate students with financial hardships.

Last year, three  Neag School Alumni Board Scholarships of $1,000 each were awarded to graduate students pursuing master’s, sixth-year, or doctorate degrees. For the Alumni Board to continue supporting future generations of Neag School students and ensure their ability to give, the Alumni Board appreciates the help from UConn Gives donors to significantly grow their efforts.

This year, we can now award three $1,500 scholarships (up from $1,000) to deserving graduate students. I look forward to increasing our ability to allow more students to be awarded. — Jocelyn Tamborello-Noble ’03 (ED), ’04 MA, ’09 6 th Year

“Funds raised during the UConn Gives campaign are used exclusively for presentation of scholarships to graduate students enrolled at the Neag School,” says Jocelyn Tamborello-Noble ’03 (ED), ’04 MA, ’09 6 th Year, president of the Alumni Board. “This year, we can now award three $1,500 scholarships (up from $1,000) to deserving graduate students. I look forward to increasing our ability to allow more students to be awarded.”

The third project, Department of Curriculum & Instruction: Defraying the Cost of Entering the Teaching Profession , provides funding for academic programs, clinical placements, and other initiatives designed to make a positive impact on tomorrow’s public schools, teaching force, and education leaders.

It is common knowledge that higher education costs leave many college graduates in considerable debt. Less well-known is that professional internship opportunities for some college students are often paid. Not so for prospective teachers, who spend hundreds of unpaid hours in clinical placements. Not only do those placements require transportation costs, but future teachers also need to pay for teacher tests required for licensure. Costs can be well over $1,000 just to be qualified to apply for state certification. Thus, not only are student teachers not getting paid for this real-world experience, but they are paying for it through tuition dollars and these added expenses.

“It is inspiring to see this level of support for our next generation of teachers,” says Todd Campbell, head of the Neag School’s Department of Curriculum and Instruction. “It sends the kind of message we want to send to our students – we value teachers and are determined to disrupt barriers to entry into the teaching profession.”

UConn Gives 2024 may be over, but you can still offer your support.  See how you can help fund different efforts at the Neag School of Education .

UConn Gives fundraising totals are approximate and may be adjusted slightly as gifts continue to be tallied.

Recent Articles

April 25, 2024

School of Pharmacy Team Wins National AMCP Competition for the Second Year in a Row

Read the article

‘I Still Have Something to Offer This World’

Student Speaker Spotlight: Nuratu Quarshie

methods of teaching creative arts in primary school

• Technical Support
• Find My Rep

You are here

Teaching the Arts in the Primary Curriculum

• Susan Ogier - University of Roehampton, UK
• Suzy Tutchell - University of Reading, Reading, UK
• Description

Learning in the arts does not fit in with simple, conventional methodologies for teaching and assessing in the traditional sense, but it has an immense power to transform children’s understanding of the world around them, and their lives. Many jobs, currently and of the future, will demand the skills that learning in the arts will develop.   This book brings Arts Education sharply into focus as a meaningful, learning experience for children of pre-school and primary age (3-11 years).  It reinforces the potential for the wide range of physical, mental and emotional development, through learning opportunities that engagement in arts practice facilitates.   

• Provides insight into how teachers can support children to consider contemporary challenges that face their generation.
• Includes expert voices from the world of education to demonstrate an expansive, and perhaps surprising, view of where and how the Arts can be found. 
• Shows how we can bring the arts so easily into our curriculum, and into our classrooms.  

See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

For assistance with your order: Please email us at [email protected] or connect with your SAGE representative.

SAGE 2455 Teller Road Thousand Oaks, CA 91320 www.sagepub.com

This text has been adopted for the year 2 Foundation Degree students, encouraging students to utilise arts education across the curriculum. The reflection boxes enable students to consider their working practice, as well as the sections on ‘theory focus’ and case studies. Clear links to teaching standards to enable students who are progressing onto teacher training programmes to explore key content.

This little book provides some wonderful insights into Arts in Education. For students working in Early Education, with younger children, the book highlights the value and importance of Arts Education in supporting emerging concepts. Exploring Art as a way of learning in all areas of the curriculum, the book engages with Storytelling to support Language and communication, music, dance and highlighting links between science and arts exploring emergent concepts that are closer than we would imagine in our daily lives.

Preview this book

For instructors, select a purchasing option, related products.

Embracing art education in primary schools

An early introduction to Art & Design helps learners develop positive attitudes to creative thinking and creative subjects, which benefits future learning. The subject encourages them to celebrate their own and others’ artistic experiences. This builds a sense of community in the classroom from an early age and fosters an openness to diversity as they experience art and design from different times and cultures.

This blog, written by our Curriculum Development Manager, Lloyd Jeeves, details what the research says about studying art & design as a subject and the benefits of our Cambridge Primary Art & Design curriculum in nurturing young minds, supporting inclusion, and building life-long skills.

What does the research say?

Research has shown that art education in primary schools plays a valuable role in a child’s development.

Studies also show that the cultivation of arts subjects creates the necessary balance to enhance performance in other learning areas that require more intense cerebral activity and are seen as more important. According to art historian, Amy Herman, art improves problem-solving skills, helping us discover why and how things go wrong and how to fix them.

Limitless opportunities through Cambridge Primary Art & Design

The Cambridge Primary Art & Design curriculum was created to give learners the space to explore and express themselves freely, supporting the development of social and reflective skills, and encouraging teachers to nurture an environment where learners can take risks and build resilience.

Art and design nurtures creativity in young minds, which supports them in solving problems in other Cambridge Primary subjects, including English, Mathematics, Science, Global Perspectives, and Computing. Art develops concentration skills and perseverance – as children explore different tools and materials, mastering their use to create beautiful objects and designs. These are important skills, necessary to excel in all other subjects.

Since its inception, Cambridge Primary Art & Design was envisaged to create ‘limitless opportunities’, which describes the range of individual and collaborative opportunities we want every learner to be able to identify and explore.

Developing creativity and supporting inclusion through art

Expression through art aids emotional development as learners develop skills such as perseverance and collaboration. They are better equipped to deal with criticism positively as they give, receive, and respond to feedback.

Art & Design also provides a platform for all learners to communicate and express themselves, which especially aids learners who find communication and interaction challenging, including learners with autism.

The focus on experimental learning allows learners to develop and challenge their motor skills in ways that are appropriate to their physical abilities.  The subject also supports those with visual impairments to touch and manipulate materials with different textures and properties, thereby providing a wide range of sensory opportunities. This has created a safe, supportive, and inclusive space for learners to experiment and develop.

Art in building life-long skills

Cambridge Primary Art & Design provides opportunities for learners to experience and respond to art and design produced for commercial purposes. Art has a place in day-to-day life which learners get to experience as they see its use in architecture and decoration. This leads them to appreciate the commercial benefit of art, further amplifying its practicality and financial benefit to artists and the broader economy. If they choose to pursue art later in life, they are better equipped to create value from it.

To best support this invaluable development, it’s important to engage children in art – both at home and at school – and to continue with their creative experience throughout their schooling.

Find out more about our Cambridge Primary Art & Design curriculum

2 thoughts on “ Embracing art education in primary schools ”

Pretty nice post. I just stumbled upon your blog and wanted to mention that I have really loved browsing your weblog posts. After all I will be subscribing to your feed and I’m hoping you write again soon!

Also visit my site; https://nylto.org/

it’s privileged, to heared from Mr. Lloyd jeeves. It is phenomenal effort in a form of use of technology.

Comments are closed.

Lloyd Jeeves, Curriculum Development Manager. Lloyd is responsible for Art & Design, Computing and IT related subjects. He has has a deep interest in creative subjects and is keen to promote the educational and broader social benefits that digital technology provide. He has recently developed the new Cambridge Primary and Lower Secondary Computing curriculum, and its supporting resources. Lloyd has also developed a range of other Computing related resources, including training and teaching guides, to cover topics such as programming, artificial intelligence, automation and safety and wellbeing within the digital world. He has previously worked on similar developments for Art & Design and Digital Literacy. Before joining Cambridge International, Lloyd worked for OCR where he researched images for inclusion in assessment materials, managed copyright permissions and supported learners who were switching from one UK awarding organisation to another between their AS and their A Level. Lloyd is a graduate in English Literature and Environmental Studies.

Related Posts

Teaching Art in Primary Schools

Please find a new version of this page here. 

Learning to Teach the Creative Arts in Primary Schools Through Community Engagement

Russell-Bowie, D. (2009). Learning to Teach the Creative Arts in Primary Schools Through Community Engagement. International Journal of Teaching and Learning in Higher Education, 20(2), 298-306.

This formative case study follows 13 undergraduate students planning to become classroom teachers and who are completing a field study placement in an elementary school. The placement involves teaching or assisting in a variety of arts-based projects during the school day and after school. The study addresses outcomes for the student teachers, classroom teachers, school community and elementary students using a model for academic service-learning and community engagement that emphasizes interdependent components of experience, reflection, and knowledge. The study found positive outcomes for the student teachers, classroom teachers, the school’s students, and the community.

Key Findings:

• Undergraduate students changed personally and professionally as a result of the experience, learning about their teaching, increasing their confidence and competence, and confirming their choice of chosen career as a classroom teacher.
• Teachers reported inspiration and new ideas about including the arts in their lessons and appreciated having assistance in their classroom that allowed them to give more individual focus to their students.
• Classroom teachers and student teachers reported growth in elementary students’ academic, emotional, social, and artistic development.
• Parents and others reported the positive benefits to the school by engaging in a partnership linking university students in the local community to mutually beneficial outcomes.

Significance of the Findings:

This model for community-based arts service-learning seems to be effective in preparing soon-to-be teachers by giving them practical experience and yields positive outcomes for varied participants. The researcher concludes that in addition to the three components of academic service-learning (experience, reflection, and knowledge), an additional component, change, should be added, as this was clearly demonstrated in her study. This solid case study yielding largely positive results could be an effective model to aid in pre-service teacher education, as well as community arts initiatives.

Methodology:

This formative case study followed 13 undergraduate students who were planning to become classroom teachers and who were completing a field study placement in an elementary school. These field experiences reflected McCarthy’s three components of academic service-learning (experience, reflection, and knowledge). The student teachers completed surveys, reflections, and assignments as well as taking the role of participant-observers. Over the 14-week semester, students completed at least 80 hours of service in the school and were involved in one or more arts-based projects, including team teaching arts-based lessons with a classroom teacher, running arts workshops in an afterschool program, organizing a children’s art exhibition, and helping to run a Creative Arts Fun Day for the entire school community. Students wrote reflections every three weeks to document their learning and completed a final assignment summarizing and analyzing their experiences.

Limitations of the Research:

The relatively small sample and case study methodology cannot establish that the detected outcomes were caused by the arts components of the program; rather, they suggest that the arts may be a useful component of teacher pre-service training.

Questions to Guide New Research:

How could this research support change in pre-service teacher requirements?

ArtsEdSearch is the nation’s hub for research on the impact of the arts in education.

Investigating the Strategies and Challenges of the New Creative Arts Curriculum: The Perspectives of Primary School Teachers Margaret Araba Boham

• Margaret Araba Boham

This is a case study survey conducted to investigate the teaching and learning of Creative Arts as a component of the standard-based curriculum in Ghana. The focus was on primary school teachers’ instructional strategies and challenges. The study aimed at investigating strategies utilized by teachers to teach Creative arts in the Nanumba North Municipality of the Northern Region of Ghana. The study's population was 563 teachers in primary schools. Of that, 40 were sampled for the study using the purposive non-probability sampling technique. The number was made up of 16 lower primary teachers and 24 upper primary level teachers. A mixed method design was adopted during the course of the research with questionnaire and interview used as data collection instruments. Data collected was analysed using both quantitative descriptive and qualitative narrative approach. Results obtained showed that a greater percentage of primary school teachers had used appropriate instructional strategies over the last year in facilitating Creative Arts learning. These include project-based learning, procedural learning and experiential learning. Findings also uncovered their challenges such as unavailability of needed teaching and learning materials as well as shortfalls in teachers’ own capabilities in facilitating some creative arts disciplines. Based on the findings, recommendations were made including making certain that there are enough resources for teaching and learning for Creative arts as well as periodic subject-specific training for in-service teachers in the Creative arts.

How to Cite

• Endnote/Zotero/Mendeley (RIS)

Journal Menu

• ADRRIJASS Home
• Aim and Scope
• Editorial Board
• Editor in Chief
• Guest Editor
• Indexing and Abstracting
• Current Issue
• Instruction to Authors
• Publication Ethics
• Publication Frequency
• Conflict of Interest Policy
• Plagiarism Policy
• Peer Review Process
• Waiver Policy
• Quality Assurance

3 Ways to Teach for Creativity in the Art Room

Art and creativity are seen as going hand in hand, but they shouldn’t be. The fact is that many activities that happen in art class involve minimal creative thinking on the part of students. This is a disservice. Not all students who take art classes will go on to work in arts-related fields, but all will need to think creatively in the careers of the future.

Teaching creative thinking is one of the most important things we can do for our children.

To teach creative thinking, teachers have to examine what creativity looks like and intentionally plan for it. Take the following description, for example. Is this an art activity or something else?

When the students walk in the door the supplies are laid out. The teacher carefully takes the children through the steps, one after the other. Following the teacher’s directions, the children make beautiful artwork.

This activity is art-related, in that students are using art supplies to create a product, but is it art? To answer that question, we have to consider the definition of art. The Oxford Dictionary defines art as “The expression or application of human creative skill and imagination.” When the activity above is analyzed through this lens, it’s clear that it lacks the opportunity to apply creativity or imagination. Instead, the students are mainly following directions or assembling. Assembling Activities, like the one described above, are art-related, but they are fundamentally not art in that they leave little room for creativity.

What is Art?

For an activity to be considered art it must involve Creating Behaviors, which are defined as skills or tasks that involve developing students’ abilities to generate original ideas. Teaching for creativity requires intentional planning and direct instruction. To teach creativity, instruction must leave room for students to apply concepts through some level of choice.

Assembling Behaviors are at one end of the teaching creativity spectrum. They ask for students to do things like recall information or replicate teacher examples. At the opposite end of the spectrum are Creating Behaviors, which require students to plan artwork, problem solve, and express meaning. Some pedagogies, like TAB, are designed specifically for teaching creative thinking, but any teaching style can be conducive to creative work.

To include more creativity in your classroom try the following tips.

1. plan for choice..

Make sure to give students of all ages the opportunity to plan and make decisions. This can be done by using pedagogies like TAB, which I love, or by building in student choice to your current teaching style. Limited choice involves providing a selection of choices for students to pick from instead of deciding for them in advance and is an easy way to modify current lessons. For example, in a project where students are drawing, let them pick from markers, crayons, and colored pencils. This asks them to consider the qualities of the materials, what they personally like best, and what they’ll be most successful using. The ability to plan and make decisions like this is an important creative skill.

2. Include options for response.

When students respond to artwork, consider including multiple options or letting them use their own ideas. If you’re teaching about Van Gogh, have students make observations about the artwork. These will include things like the type of color used, line quality, and repetition. Pose the assignment as a challenge by asking students how they could include similar attributes in their own work. This particular task asks them to combine their own ideas with elements of Van Gogh’s style and is big on creative thinking.

3. Offer Open-ended Tasks

Open-ended tasks are challenging and fun. They also provoke diverse responses from students and really challenge them to think creatively. Challenges like “make artwork about a memory” or “create a project using unconventional materials ” ask students to pair their imagination with their knowledge of media and process. If you want to learn more, Tim talks about creating a framework for creative projects in the Creativity Exercises for Every Level PRO Learning Pack.

The Takeaway

Creating Behaviors develop creative thinking skills and are an important part of quality art education. Teachers can teach for creativity by planning open-ended tasks, including options for response, and trying limited choice. These cognitively heavy tasks develop problem-solving skills as well as skills with media and process, plus they teach students to think creatively.

Fired up about this idea? Check out the AOE course Creativity in Crisis where you’ll learn even more strategies to take into your classroom to enhance creativity and cultivate learners who are prepared for the demands of our ever-changing world.

How do you teach for creativity?

Is teaching creativity an important part of your curriculum?

Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

Melissa Purtee

Melissa Purtee is a high school art educator and a former AOEU Writer. She is passionate about supporting diversity, student choice, and facilitating authentic expression.

3 Ridiculous and Spontaneous Ways to Bring Poetry Into the Art Room

How to Use Paper Circuits and Mondrian to Illuminate Your Art Room

3 Ancient Architectural Marvels to Teach and How to Teach Them Now

A Brush with History: 10 Ways to Use Presidential Portraits in the Art Room 

The importance of the arts in primary education

Picture credit: Ellie Kurttz

Drama and creative learning can enhance crucial skills – such as creative and analytical thinking, that employees seek in the future. So how can drama be embedded across your primary school? Jackie Tait, primary programme manager at the National Theatre , shares some ideas

Every day it seems we read something in the media about the decline of the arts in schools. Since 2010 we have seen a 40 per cent decline in GCSE Arts Entries and in the past 12 months alone, Drama GCSE entries have declined by seven per cent and Music has declined by 12 per cent. In 2019, a survey of primary school teachers found that two thirds believed arts education was in ‘dramatic decline’, and half felt the remaining provision was poorer than in 2010.      However, the National Theatre would argue that the arts in education is more important now than ever before.      Theatre is one of the few art forms which encompasses most other art forms – be that visual art in the form of scenic art and costume design or music and dance in productions. And the benefits of drama and creative learning are wide-reaching with an extremely significant contribution to make to the skills development of all children and young people.

Learning through play

Drama and creative learning are essentially learning through play. By its nature, drama is grounded in story, language, and communication and therefore has significant impact on listening and speaking. It develops empathy though stepping into the shoes of characters in a story. Participation in drama can be the key to building resilience, self-esteem and confidence. It allows children to experiment, explore and get things wrong. Through this they learn problem solving and critical and analytical thinking skills. It speaks to and draws on children’s inherent curiosity, creativity and imagination. Once this is ignited it has a huge impact on their language skills and the quality of their writing. Learning in this way has a proven impact on the depth and recall of their learning. It is also a great leveller, enabling learners to succeed who may not engage with more traditional teaching methods or who simply learn in a different way.      A teacher at Coopers Lane Primary School in London commented:  “It was the freedom in their writing that changed – usually we have a very structured lesson and they produce work by virtually copying our examples, whereas this time they were using their own imagination and producing their own writing using their own style.”        For teachers too, drama and creative learning connects them with their own creativity and ability to play allowing them to be facilitators of a learning journey rather than simply an imparter of knowledge. Drama is a word which often strikes fear into the hearts of teachers. Memories of school plays past or being forced to be a tree, come flooding back. Dispelling this fear and encouraging teachers to learn new skills and consciously embed them in their teaching practice can change drama from an addition to an already heavy workload, into a toolkit that can support them to deliver the whole curriculum.

The future of jobs

In their recent report The Future of Jobs, the World Economic Forum identified the following top five skills which will be of increasing importance in any workplace between now and 2027. These are creative thinking; analytical thinking; technological literacy; curiosity and lifelong learning; and resilience, and flexibility and agility.      The benefits of drama and creative learning align closely with this and illustrate why it is so essential for these skills to be built into children’s education from the moment they start school. The NT works at scale across the UK to fire imagination and inspire creativity and to open up theatre to every young person growing up in the UK. Increasing access and easy deliverance of arts education can inspire and increase connectivity from an early age as well as developing vital life skills. It is our firm belief that arts subjects need to be taught as part of a broad and balanced curriculum and extended through – not sidelined to extra-curricular activity.      The NT’s Let’s Play primary schools programme is designed to help school leaders and teachers cultivate drama and creativity in their school. The programme is divided into three key areas of work. The first is ‘Let’s Learn’ which uses theatre, drama and creativity to support learning across the curriculum.      The second is ‘Let’s Perform’ which creates extraordinary performances as part of lessons, an exciting assembly or a school production.      The third is ‘Let’s Watch’, where you can watch high-quality theatre productions – both live and digitally in your classroom. It includes industry leading CPD opportunities for teachers, original play scripts tailored for primary schools and crafted content and resources designed to inspire. All of this is now completely free to UK state primary schools for the next three years.      A year 4 teacher at Rufford Park Primary School in Leeds said: “Let’s Play is absolutely superb - I cannot praise it highly enough! The CPD was the best I’ve had in over ten years of teaching, with expert advice from professional directors, musicians, artists and choreographers. There’s something for everyone.”

Embedding drama

So, as we start this new school year how can you begin to embed drama and creative learning across your primary school? Here are some top tips to help you get started.

Sign up to the Let’s Play Network and join the NT’s community of primary schools committed to drama and creative learning.      Sign up to Artsmark – the only creative quality standard for schools and education settings, accredited by Arts Council England.      Build partnerships with local arts education providers. You can find out about opportunities with local arts organisations through your Local Cultural Education Partnership (LCEP).      You could also sign up to creative learning professional development opportunities at the National Theatre.      New to creative learning? Explore the NT’s creative learning resources and download top tips with our ‘5 creative ways’ series.      You should also aim for at least one trip to the theatre for each year group each year or sign up for free to the NT Primary Collection – an online collection of productions suitable for primary aged children accompanied by creative learning resources.      Find out if any parents work in the creative industries and would be willing to come and talk to pupils about their job or to run a session or help with a school play. You could also plan a student-led arts week and get the whole school involved. If you don’t already have one, nominate a creative arts lead in your school. Finally, enable pupils to work towards their Arts Award which inspires young people to grow their arts and leadership talents. 

Latest News

Teachers may take strike action, says NEU

Teachers in Wales and England could strike over pay in September, the National Education Union (NEU) has reported. 

Xbox launches interactive audio learning journeys

Xbox has partnered with Ukie’s Digital Schoolhouse to launch a series of interactive learning experiences to help young people learn through play.

Survey highlights how pupil behaviour is getting worse

According to a survey commissioned by the BBC News, pupil behaviour is getting worse, with nearly one in five teachers in England saying they have been hit by a pupil this year.

Replace Ofsted with new system, say NEU members

Over 80 per cent of survey respondents believe Ofsted should be replaced with a new system of inspection

DfE must show "clear plans" to address poor buildings

The Public Accounts Committee has highlighted that the country’s school buildings and special educational needs provision need major investment.

Supplier Focus

With over 25 years experience in the industry, we are an independent family run business by a father-son team,   specialising in

Latest Supplier News

nasen is the National Association for Special Educational Needs – a charitable membership organisation that exists to support and champion those working with, and for, children and young people with SEND and learning differences.

Join as a member for free to access resources and support and valuable CPD

Government Links

Associations, media links, teaching unions.

About Education Business Press Release Inclusion GDPR Compliance Statement Cookie Compliance Privacy Terms and Conditions PSi Media

Health Business Government Business Transport Business GreenFleet Counter Terror Business Government Technology Government Energy

Online Collection

• Explore By...
• Museum Locations
• Plan Your Visit
• Directions & Parking
• Food, Drink, & Shop
• Free Admission
• Accessibility
• Visitor Promise
• Virtual Museum
• Exhibitions & Installations
• Programs & Events
• Collections
• Support the Walters
• Corporate Partnerships
• Institutional Funders
• Evening at the Walters
• Mission & Vision
• Strategic Plan
• Land Acknowledgment

Creative Commons Zero

• arrow_forward_ios

This is a mass-produced replica of a famous miracle-working icon of the Virgin and Child, brought to Russia from Byzatium in the 12th century, known as the "Virgin of Vladimir", and currently kept in Moscow (State Tretyakov Gallery). The Virgin and Child are each identified by abbreviated inscriptions.

Provenance Provenance (from the French provenir , 'to come from/forth') is the chronology of the ownership, custody, or location of a historical object.

Henry Walters, Baltimore [date of acquisition unknown], by purchase; Walters Art Museum, 1931, by bequest.

• social-item

Geographies

Measurements.

H: 1 15/16 x W: 1 13/16 in. (5 x 4.6 cm)

Credit Line

Acquired by Henry Walters

Location in Museum

Not on view

Accession Number In libraries, galleries, museums, and archives, an accession number is a unique identifier assigned to each object in the collection.

Do you have additional information.

Notify the curator

Tooltip description to define this term for visitors to the website.

Nikolai Kibich ART

My portfolio | sale of artworks and prints.

I’m Nikolai Kibich, a versatile artist and designer. I perceive any creativity as the main meaning of existence. Therefore, first of all I draw for the soul. But, like any creative person, I would like to know that my work is not indifferent. Therefore, I am glad to any opinion expressed or acquired work.

I also tried to describe my work, the ideas of their origin, a little about the technique of execution and about future plans. For me, of course, it is easier to express my thoughts on paper in pencil, but I think that at least some description of the artist himself, and not an art critic, should be a little more interesting for the viewer. For example:

Nikolai Kibich

Date of birth / place

16.07.1981, Bender, Moldau

Puschkinstraße 44b, 14943, Luckenwalde (Germany)

[email protected]

2018 — 2019

Indisoft. Training center for further education and retraining in Berlin-Moabit, Berlin (Germany).

• Individual further education program — Media
• HTML5 and CSS3
• Responsive Webdesign with HTML5 and CSS3

1999 — 2004

Transnistrian State University name of Taras Shevchenko, Rybnitsa (Moldova) — specialty «Fine arts and drawing».

1994 — 1999

Training and Production Center Bender (Moldova) — specialty «Fine art».

1993 — 1998

Theoretical Lyceum №1 Bender (Moldova) — art department.

Children’s art school, Bender (Moldova).

Work experience

Communication designer. CheckCars24 (online car dealership) Teltow (Germany).

2015 — 2017

Graphic designer. INA «Russia today» (news agency Sputnik ), Chisinau (Moldova).

2006 — 2015

Designer. Since 2012 Chief Designer.  DAAC Hermes (Art Market advertising agency) Chisinau (Moldova).

2004 — 2006

Teacher of fine arts and art history. Children’s art school in Bender (Moldova).

Personal exhibitions

Personal Exhibition – OSCE Mission to Moldova, Chisinau.

Personal exhibition «Those who live in my head» – «Republican Art Gallery name of A. Losev», Bender.

Personal exhibition «In the depths of the white sheet» – Art Gallery of Tiraspol, Tiraspol United Museum.

Personal exhibition – Municipal Library. name of B. Hasdeu Chisinau.

Participation in exhibitions

3rd International Art Forum «Game of Thoughts 2020» — Russian House of Science and Culture in Berlin – Berlin, Germany.

7th International Exhibition and Festival «Art photography and contemporary art» – Langres, France.

6th International Exhibition and Festival «Art photography and contemporary art» – Langres, France.

3rd Exhibition «Modern Art» – Langres, France.

International Art Exhibition «Yin Yang» – «The State Central Museum of Contemporary History of Russia» State Central Museum of Contemporary History of Russia Moscow.

Exhibition of works by students and teachers of the 15th anniversary of Bender Art Schoo – Republican Art Gallery name of A. Losev, Bender.

Exhibition Benderski artists – Republican Art Gallery name of A. Losev, Bender.

Exhibition of diploma works «diploma-2004» – Transnistrian State University name of Taras Shevchenko, Rybnitsa.

Republican exhibition of student works on arts and crafts dedicated to the Day of the Republic – Tiraspol

VI Republican exhibition-competition of youth creativity «Art brushes young» – Republican Art Gallery name of A. Losev Bender.

Exhibition of works by teachers and students to the City Day – Transnistrian State University name of Taras Shevchenko, Rybnitsa.

Exhibition coursework in composition – Transnistrian State University name of Taras Shevchenko, Rybnitsa.

V Republican exhibition-competition of youth creativity «Art brushes young» – Tiraspol.

The exhibition «The Past, Present and Future in the work of children» – Russia Elektrostal, Moscow region. Winner of the international competition.

The exhibition «Art Faculty 5 years Bendery Theoretical Lyceum» – Republican Art Gallery name of A. Losev, Bender.

The competitive exhibition of creative works of students in secondary schools in Bender «Autumn Palette» – City Palace of Culture name of Pavel Tkachenko.

Participation in competitions

Luxembourg Art Prize 2021

Exhibitions

Digital art, all content copyright nikolai kibich 2024 ©, enquiry form.

Turn Your Curiosity Into Discovery

Latest facts.

6 Facts You Didnt Know About Ecommerce Call Center Outsourcing

Tips and Tricks to Help You Create a HIPAA Compliant Email

40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Was this page helpful?

Our commitment to delivering trustworthy and engaging content is at the heart of what we do. Each fact on our site is contributed by real users like you, bringing a wealth of diverse insights and information. To ensure the highest standards of accuracy and reliability, our dedicated editors meticulously review each submission. This process guarantees that the facts we share are not only fascinating but also credible. Trust in our commitment to quality and authenticity as you explore and learn with us.

Share this Fact:

the students focused on teaching the creative arts in the primary school. Learning the arts for arts sake is vitally important (Mahlmann, n.d.; Mills, 1998). Children need to experience and understand the complexity and beauty of the world of music, drama, dance, and visual arts for themselves. Being involved in the arts gives

Teaching the Arts in the Primary Curriculum. Learning in the arts does not fit in with simple, conventional methodologies for teaching and assessing in the traditional sense, but it has an immense power to transform children's understanding of the world around them, and their lives. Many jobs, currently and of the future, will demand the ...

Art in the Primary School is an introductory textbook, and a second edition to Teaching Primary Art, exploring the underpinning philosophy and pedagogy of teaching and learning art, including how and why digital tools and technologies can be integrated.. This book considers practical aspects of teaching art, focusing on key processes of art making that children might experience in primary schools.

Twenty-four creative and performing arts teachers were observed teaching in the two countries followed by interviews and analysis of curricular documents. The study revealed that most creative and performing arts teachers did not consider the integrated nature of the subjects but taught the disciplines as discrete components.

The Cambridge Primary Art & Design curriculum was created to give learners the space to explore and express themselves freely, supporting the development of social and reflective skills, and encouraging teachers to nurture an environment where learners can take risks and build resilience. Art and design nurtures creativity in young minds, which ...

Pedagogy in 250 Words. Importance of Teaching Art. Planning a Creative Curriculum. Assessment & Progression. Drawing. Drawing Pedagogy. The Drawing Journey. Ten Minutes Five Times a Week. Six Week Introduction to Drawing.

This unit of work, for Year 6, explores science, technology, engineering, arts and maths through the lens of the butterfly. This unit of work begins by asking the students how to draw a butterfly. The picture below was drawn by my Grade 6 daughter. Elements of teaching with creativity: Asking open-ended questions.

The arts are making their mark in science, technology, engineering, arts, and mathematics/medicine (STEAM). Integrating creative expression-poetry and other visual and performing arts-can help ...

Abstract: This formative case study follows 13 undergraduate students planning to become classroom teachers and who are completing a field study placement in an elementary school. The placement involves teaching or assisting in a variety of arts-based projects during the school day and after school. The study addresses outcomes for the student ...

This study examined the possibility of improving the teaching and learning of Creative Arts among Pupils of Akom D/A Primary School. The study aimed at using demonstration and activity methods to enhance the quality of teaching and learning of Creative arts and also to develop pupils interest in the subject. The study used

This is a case study survey conducted to investigate the teaching and learning of Creative Arts as a component of the standard-based curriculum in Ghana. The focus was on primary school teachers' instructional strategies and challenges. The study aimed at investigating strategies utilized by teachers to teach Creative arts in the Nanumba North Municipality of the Northern Region of Ghana.

The ability to plan and make decisions like this is an important creative skill. 2. Include options for response. When students respond to artwork, consider including multiple options or letting them use their own ideas. If you're teaching about Van Gogh, have students make observations about the artwork.

QUALITY ARTS EDUCATION CAN produce positive learning outcomes, such as creating positive attitudes to learning, developing a greater sense of personal and cultural identity, and fostering more creative and imaginative ways of thinking in young children (Bamford, 2006; Eisner, 2002; Robinson, 2001). Arts-based processes allow children the opportunity to express their knowledge, ideas and ...

In 2019, a survey of primary school teachers found that two thirds believed arts education was in 'dramatic decline', and half felt the remaining provision was poorer than in 2010. However, the National Theatre would argue that the arts in education is more important now than ever before. Theatre is one of the few art forms which ...

materials used in primary Fine Arts and Crafts lessons. • Carefully explore all teaching and learning methods, techniques and strategies to be used by primary schools teachers in order to effectively deliver an engaging, active and enjoyable Fine Artss and Crafts lessons. • Critically investigate the importance of teaching and learning

A six-book series to help pupils understand and appreciate the various elements of creative and Cultural Arts around them. Rasmed's New approach to Creative and Cultural is a three-book series for students in junior secondary classes. To order these books, Visit https://buybooks.ng/. For a wide range of books spanning across different age ...

Semantic Scholar extracted view of "DEVELOPING EFFECTIVE STRATEGIES FOR TEACHING CREATIVE ARTS IN THE LOWER PRIMARY SCHOOLS: A CASE STUDY IN AGONA SWEDRU DISTRICT ADMINISTRATION 'B' SCHOOL" by G. K. Ampeh ... @inproceedings{Ampeh2011DEVELOPINGES, title={DEVELOPING EFFECTIVE STRATEGIES FOR TEACHING CREATIVE ARTS IN THE LOWER PRIMARY SCHOOLS: A ...

teaching challenging topics in english language, mathematics and natural science in primary school using creative arts methods August 2020 DOI: 10.13140/RG.2.2.30068.37766

This is a mass-produced replica of a famous miracle-working icon of the Virgin and Child, brought to Russia from Byzatium in the 12th century, known as the "Virgin of Vladimir", and currently kept in Moscow (State Tretyakov Gallery). The Virgin and Child are each identified by abbreviated inscriptions.

But, like any creative person, I would like to know that my work is not indifferent. Therefore, I am glad to any opinion expressed or acquired work. ... Children's art school, Bender (Moldova). Work experience. since 2019. Communication designer. CheckCars24 (online car dealership) Teltow (Germany). 2015 — 2017.

A book report is typically assigned to students in middle or high school, but it can also be assigned in college.... Students in a Seattle English class were told that their love of reading and writing is a characteristic of "white supremacy," in the latest Seattle Public Schools high school controversy....

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students. Committed to cultural preservation. The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts. Read also: 32 Facts About Qionghai .

• cover letter
• presentation
• problem solving
• rewiew prompts
• websites tips