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Students and teachers collaborate to understand and apply core academic skills and content, and develop positive academic dispositions. Students learn to ask and address complex questions, apply skills and content in dynamic contexts, and develop academic mindsets.
High Tech High school projects integrate hands and minds and incorporate inquiry across multiple disciplines, leading to the creation of meaningful and beautiful work. Students engage in work that matters to them, to their teachers, and to the world outside of school. Students connect their studies to the world through fieldwork, community service, internships, and consultation with outside experts.
Equity is the goal; PBL is the method. Apply, critique, and customize PBL core practices systematically to implement the scaffolding that leads to equitable educational outcomes.
To what extent does each student create unique and meaningful responses to authentic questions found in the communities that they care about as a fundamental practice in their education? PBL is grounded in the identities and communities of each individual student.
Rigor is found in the extent to which students and educators work and learn together like professionals or other experts. Authenticity drives rigor; educators facilitate equitable academic outcomes by grounding school work in the real lives of their students.
Students regularly contribute to and critique lesson and project plans as a matter of design. Students and educators work as co-designers of learning experiences to facilitate deeper learning for every student, and to develop academic mindsets across all students.
