Educurious

Our Life Science course brings biology off the page and into students’ hands. Through engaging investigations, learners explore evolution, ecosystems, genetics, and cellular processes while solving real-world problems. From analyzing fossils and designing species habitats to examining DNA damage and tackling algal blooms, students think and work like scientists. Three-dimensional assessments capture their growing ability to model, argue from evidence, and design meaningful solutions. Take a closer look: https://lnkd.in/euBTsD-v #PBL #ProjectBasedLearning

Ongoing, low-stakes assessments allow teachers to adjust instruction, provide targeted support, and ensure students are progressing toward learning goals while empowering them to reflect on and revise their thinking and work. PBL incorporates both assessment for learning (formative feedback that guides instruction) and assessment as learning (student self-monitoring and metacognitive reflection). When students engage in self-assessment and peer feedback throughout the project, they develop agency over their learning process. See how the PBL Design Framework might help instruction and assessment in your classroom. https://bit.ly/4cGkeux #PBL #ProjectBasedLearning

In A Layered History of the American West, middle school students investigate westward migration by analyzing maps, sources, and key events like the Lewis and Clark Expedition, the Oregon Trail, and the Mexican-American War. They examine perspectives from Indigenous nations, settlers, immigrants, Black pioneers, railroad workers, and vaqueros to understand both the opportunities and consequences of expansion. The unit concludes with an illustrated graphic story (like these real examples!) that captures a historically grounded moment in the history of the American West. https://bit.ly/46Bt88m #PBL #SocialStudies #ProjectBasedLearning

Sustained attention, deep reading, interpretation, and the ability to make sense of multiple and sometimes competing sources—Eric Jones (NCEE) reflected on the importance of these skills while digging into the PISA 2025 findings with Andreas Schleicher from the OECD and other panelists. We immediately thought of project-based learning, where students build these skills through sustained, meaningful inquiry. ➡️ Read the PBL Design Framework https://lnkd.in/gyCFxSRw ➡️ Watch the OECD discussion for a deeper look at PISA results, beyond the headlines. https://lnkd.in/ef57kTaU Eric Jones, Ed. D. OECD Education and Skills National Center on Education and the Economy

What will spark the next Renaissance? In The Next Renaissance, middle school students become anthropologists, exploring how Renaissance ideas and innovations transformed the world and what innovations could shape our future. Students research a field that interests them, debate ideas, give and receive feedback, and create a compelling photo essay that makes the case for what could spark the next Renaissance. That’s project-based learning: rigorous academic content connected to authentic questions, real-world thinking, and meaningful work.

The latest results from the OECD’s Programme for International Student Assessment (PISA), the world’s largest education survey of 15-year-old students, have been all over the headlines. One takeaway that stands out to us is favoring "depth over breadth," a principle at the heart of project-based learning. We invite you to: ➡️ Take a look at the PBL Design Framework and see what comes to mind for you and your students, particularly in this moment of thinking how education systems and deeper learning can support future-ready learners. https://lnkd.in/gyCFxSRw ➡️ Hear directly from Andreas Schleicher (OECD) and other panelists about what these PISA results mean for U.S. students. https://lnkd.in/ejEN6kNk OECD Education and Skills National Center on Education and the Economy #OECDPISA #PISA2025 #PBL #ProjectBasedLearning