Compose Our World: Project-Based Learning in Secondary English Language Arts

by Alison G. Boardman, Antero García, Bridget Dalton

"Although there are a few other titles related to project based learning in ELA, they are no books that focus specifically on the ways that the design principles of project based learning, universal design for learning, and social and emotional learning can be used to anchor an ELA curriculum and the learning experiences that students engage in throughout the school year. Other PBL books focus almost exclusively on implementing and designing PBL Projects, whereas this book centers around a set of design principles that can be used to teach existing projects (which we share), to create new ones, or to create authentic learning experiences that are project enhanced. Our book brings PBL to life through classroom vignettes and teacher and student voices. Whether you are new to PBL or a PBL veteran, this book provides classroom resources that facilitate customization to educator's unique instructional contexts. We share ideas for developing teacher communities that hold a space for collaborating around PBL practices and that revitalize teachers and teaching"--

225 pages, Kindle Edition

Published January 8, 2021

Reviews

[Philip Costea · Rating 3 out of 5]

While this book has some real pedagogy shaking ideas, some of it is also dim in its execution and understanding of the state of education. Honestly, the "Conclusion" chapter was probably the best in it's assessment that real, authentic learning in the PBL classroom is more difficult to attain in reality, but theoretically, and in small lessons here or there, it would probably fit perfectly. The vague definition that these authors use for 21st century skills is trying its hardest - and there's some good ideas and some fluff - but that eludes every educator because of how fast the world is changing. Some of these lessons, I just couldn't use in my classroom. Factors from ELO's to state standards, to department ones, to individual education plans per student make for far more nuance than this book can account for. However, I'd like to use some ideas from it nonetheless.