The College Board Partners with PBLWorks to Train Teachers for New AP Courses Rooted in Project Based Learning
Detailed information about the research study findings, including video summaries, is available at Lucas Education Research and Edutopia.
” The Advanced Placement Program is devoted to assisting high school trainees earn college credits that can decrease the expenses of college and the time it takes to finish a bachelors degree,” stated Trevor Packer, Head of the AP Program at the College Board. “And the research is now clear that this design for utilizing Project Based Learning to teach AP courses can help a lot more trainees from diverse backgrounds master a college-level AP course and earn college credit. Lucas Educational Research and PBLWorks have demonstrated great vision and ability over the past decade as they have extensively developed and carefully examined this approach.”
PBLWorks (the trademark name of the Buck Institute for Education) believes that all students– no matter where they live or what their background– must have access to quality Project Based Learning to deepen their learning and accomplish success in profession, life, and college. Our focus is on constructing the capacity of instructors to design and facilitate quality Project Based Learning, and on supporting school and system leaders in creating the conditions for these instructors to succeed with all students. For more details, check out www.pblworks.org.
To find out more about the Knowledge in Action AP curriculum, visit https://sprocket.lucasedresearch.org/.
Students of color have actually traditionally been underrepresented in AP classes, although participation is on the rise. “These new PD offerings will ultimately increase success for trainees of color in AP courses, as much as for their peers– and that achievement has an impact for young individuals beyond graduation. Sam Texeira, a high school history and social research studies teacher in Illinois, took part in the research study, teaching the Knowledge in Action curriculum in AP U.S. Government and Politics.” The Advanced Placement Program is dedicated to helping high school trainees make college credits that can lower the costs of college and the time it takes to finish a bachelors degree,” stated Trevor Packer, Head of the AP Program at the College Board. “And the research is now clear that this model for utilizing Project Based Learning to teach AP courses can help many more trainees from varied backgrounds master a college-level AP course and earn college credit.
” Weve seen the impact of PBL firsthand in our deal with schools and now this research study supplies proof of its influence on trainees who are taking AP classes,” said Bob Lenz, CEO of PBLWorks, “Thats why weve partnered with the College Board to support new project-based AP courses that matter, authentic, and engaging.”
Students of color have traditionally been underrepresented in AP classes, although involvement is on the rise. “These brand-new PD offerings will eventually increase success for students of color in AP courses, as much as for their peers– and that achievement has an effect for young individuals beyond graduation.
Particularly, the research showed that high school students in AP classes who took part in hands-on, inquiry-based tasks with real-world applications carried out higher than their peers on AP U.S. Government and Politics and AP Environmental Science examinations. In year among a randomized controlled trial in five U.S. cities they scored 8 portion points greater, and in year two of the research study they scored 10 portion points greater– and they were most likely to make a qualifying score of 3 or above which might increase their opportunity of getting college credit and saving money on tuition.
The 5 school districts in the study utilized Knowledge in Action (KIA), a Project Based Learning technique to Advanced Placement developed by University of Washington professors in partnership with classroom instructors. The teachers in the research study received extensive expert development from PBLWorks including a four-day summer season institute, full-day group coaching 4 times throughout the school year, on-demand support throughout the year through virtual coaching, and access to the online instructor community and expert advancement offered by Sprocket, an online portal hosted by Lucas Education Research.
PBLWorks, the leading provider of expert advancement for Job Based Knowing (PBL), has partnered with the College Board to offer a new PBL-based professional advancement program for Advanced Positioning (AP) courses in Environmental Science and U.S Federal Government and Politics. The brand-new courses utilize a Job Based Learning technique of teaching and are based on effective new breakthrough research study just released by the Center for Economic and Social Research Study at the USC Dornsife College of Letters, Arts and Sciences, that discovered PBL coupled with high-quality expert development significantly enhances trainee performance when compared to trainees in non-PBL classrooms.
” Our goal is to prepare instructors to teach in this brand-new method, and the research study showed that the professional advancement and follow-up assistance made a distinction,” said Stanley Richards, the program supervisor for PBLWorks who supported the workshop facilitators throughout the study. “When instructors take part in curriculum-aligned PD, it improves their execution of the curriculum in the class, which then supports student results. The instructors knowing is a vital part of the equation.”
Sam Texeira, a high school history and social research studies teacher in Illinois, took part in the research study, teaching the Knowledge in Action curriculum in AP U.S. Government and Politics. “I would not be the instructor I am today if I hadnt benefited a lot from the professional development that I got to take part in through PBLWorks,” he stated. “As a 3rd year instructor at the time, I had begun to construct my craft and class practices, but was searching for a sustainable structure that would enable me the flexibility I needed to challenge my students and support their requirements. PBLWorks reframed the manner in which I think of evaluation, delivery of instruction, backwards style, and accommodations and scaffolds. Most importantly, the training I utilized benefited my direction and planning for other courses years later on. I am a stronger teacher and my students are more confident since of my involvement in the PD.”
This summertime, PBLWorks will be providing this online AP Project Based Learning professional development to any interested AP Environmental Science or AP U.S. Government and Politics teacher. For additional information or to sign to get involved, visit http://pblworks.org/advanced-placement.