Future of Learning and Thought Leadership Series
Presents
Project-Based Learning, Allowing Every Student to Shine
by
Dr Richard C Larson
Mitsui Professor, Post-Tenure, Institute for Data, Systems, and Society
Massachusetts Institute of Technology
Dr Richard C. Larson is Mitsui Professor, Post-Tenure, in the Institute for Data, Systems, and Society of the Massachusetts Institute of Technology (MIT). He is a member of the U. S. National Academy of Engineering. He served as founding director of MIT LINC and is Principal Investigator of MIT BLOSSOMS. At MIT, for 25 years he has served as a leader for initiatives in technology-enabled-education, especially secondary and tertiary STEM education in the U.S. and in other countries. His research on the doctoral workforce has been extensively cited, including, the Best-Paper-of-the-Year Award from the Lawrence M. Klein Fund for the paper “STEM crisis or STEM surplus? Yes and yes,” (with Ms. Yi Xue), Monthly Labor Review, U.S. Bureau of Labor Statistics, May 2015.
Date:
30 November 2020
Time:
07:00 AM - 08:00 AM PST
(Pacific Standard Time)
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About the webinar:
A comprehensive STEM education for secondary-school students is meant to develop critical thinking, problem-solving, creativity, collaboration, and self-directed discovery learning. Project-Based Learning (PBL) aims to promote more student-centered and experiential approaches to education through the interactive, collaborative exploration of real-world challenges to support STEM education. Despite the appeal of PBL, high school STEM teachers have been reluctant to employ it in their classrooms. The reasons are many, including “too much time away from mandated curricula,” “too much teacher preparation time,” and perhaps an unspoken reason: The need for the teacher to have greater-than-usual content knowledge in order to guide an engaged classroom with students leading, going deep into the subject matter. In this webinar, we present a new initiative of MIT BLOSSOMS (https://blossoms.mit.edu) that provides a complete scaffolding for the novice teacher who has no or limited experience with PBL.