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PBL and LifePractice PBL

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To be ready for life, students need to practice life. They need to learn by practicing the skills, ideas, and habits that they will need to thrive in life beyond the test, beyond high school, beyond college. The idea that students should learn by doing and should be active in their own education has been the foundation for the LifePractice project based learning model.

Developing the LifePractice Model
Project Based Learning has been my passion for the past 8 years, creating a PBL school and the Life Practice Model we used. Working with authentic and engaged learning in all aspects of school and by crossing both the academic and the social continuum, the students, staff, and I created a supremely democratic educational environment. Learners of all ages became empowered with a thoughtful voice and truly loved coming to school each day. I’m ready to share with you the steps that it took to develop a true community of collaborative learners; staff, students, and parents together.

The LifePractice PBL model takes Project and Problem-Based Learning to the next level by integrating core content with technology and a 21st Century environment. With our PBL recipe cards in hand or after attending a workshop, K12 educators are ready to engage learners with authentic collaboration, problem-solving, and developing real-world skills and habits. These are the very same college and career components that we want for our students to be prepared for their futures.

Not a one-size-fits-all, “magic-pill” approach, our LifePractice PBL cards and curriculum are flexible enough to enable classroom educators to make personalized decisions that fit their unique learner communities. Yet it’s still structured enough to allow for rigorous academic standards and mastery of soft skills.

We believe that education should be about authentic preparation for life in an real-world environment.

Workshops and Keynotes to support PBL

Across the US, teachers are creating vibrant Project Based Learning Environments in their own classrooms. They report that students are excited to come to school to dive deeply into not only the required content, but even more! Both students and teachers are finding ways to connect their learning with other content areas and with the world outside of school.

However, not all teachers are embracing this dynamic approach. Why is that? You’d think more teachers would be clamoring to leverage the individual learning strengths of their students within a PBL environment.

Join Ginger as she explores what some of the reasons for this disconnect might be and then work with other education stakeholders to develop real plans to help our colleagues adopt Project- Problem- and Passion-Based Learning.

See more about our LifePractice PBL curriculum

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