Arts, Media, and Entertainment MagnetStudent Handbook

Signature Checklist:

Student Code of Integrity (page 9) Program Service Requirement Completion (page 11) Student Code of Ethics (page 12)

Table of Contents

1. Program Rationale

2. Vision Statement, Mission Statement, Educational Philosophy, Learning Outcomes

3. Parent Engagement and Involvement

4. AMEM Program Guidelines

5. Appendices

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1. Program Rationale.

The target content area for an Arts, Media, and Entertainment Magnet was selected because

California, as a state, offers the most opportunities for employment and training than any other state in

the U.S. for this proposed program. According to the Bureau of Labor Statistics, Occupational

Employment Statistics, California is listed as the following in comparison to other states under the

category of Arts, Design, Entertainment, Sports, and Media Occupations: has the highest employment

level citing employment of 290,000, is ranked 3rd for having the highest concentration of jobs and

location quotients in this occupation, and is ranked 3rd for top paying States for this occupation.

The statistics provided from the Bureau of Labor Statistics demonstrate a clear demand for

employment for jobs directly related to the Arts, Media, and Entertainment pathway in both the state of

California, and the L.A. metropolitan region of which the program will be located. The stated

employment numbers for specific job occupations as listed above, demonstrate a demand for job

occupations directly connected to the Arts, Media, and Entertainment pathway. As the statistical data

demonstrates that the L.A. metropolitan region offers the most job opportunities in the state of

California, there is clearly a strong connection between opportunity and education in this field,

confirming a need for an Arts, Media, and Entertainment pathway.

This proposed Arts, Media, and Entertainment pathway will enable participating students the

opportunity to gain experience within the Journalism and Film industry through such electives as

Communication By Design, Media Communication, Documentary Studies, and Film Production as a

means to develop “hands on” skills to translate into a career within the Entertainment industry or

further college education. Students will have the choice between two specific career pathways:

Design, Visual and Media Arts Pathway (video production of documentaries), and the Production and

Managerial Pathway (broadcast journalism and live entertainment production). The program is unique

in its focus on project- based curriculum within the proposed Arts, Media, and Entertainment

pathways, but also in the culminating senior project requiring a senior portfolio that will be reviewed

by a committee consisting of staff, parent, and community members. This senior portfolio will be a

culmination of each student’s growth and personal experience within the program, showcasing each

student’s talent and specialty, along with a specialized film production internship. These portfolios

will be utilized to support each student’s future course into a career or college/university of his or her

choice as well as speak to each student’s ‘real world’ career experience through a simultaneous work-

based curriculum.

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2. Vision Statement, Mission Statement, Educational Philosophy, Learning Outcomes

Vision Statement:

The Arts, Media and Entertainment Magnet (AMEM) empowers students to merge artistic

imagination with technical skills to express their passions through media production, fostering an

active, student-centered learning community.

Mission Statement.

The Arts, Media and Entertainment Magnet (AMEM):

Serves its community through project-based curriculum working with professionals in the

Media and Entertainment industry through the Design, Visual and Media Arts Pathway and the

Production and Managerial Pathway.

Provides broad in-depth academic and technical preparation allowing students opportunities for

on-site job shadowing, work-based learning, live-concert production, and internships.

Creates real world projects involving multimedia presentations, film and documentary

production, media broadcast journalism, and professional portfolios.

Shares within the larger community forum to produce their completed artistic works and

projects, fostering growth through performance and professional review.

Educational Philosophy.

The 21st century is developing into a knowledge economy with growing inequality. As

of October 29th, 2014, a broad-based group of organizations through the P21 Framework released “A

New Social Compact for American Education” which focuses on student-centered learning with a solid

writing base whereby students demonstrating accountability for their learning on a web-based

portfolio. We stand at the 60th anniversary of Brown V. Board of Education, and the Arts, Media, and

Entertainment Academy centers on the belief that all students can learn; therefore, it is our duty to

advance meaningful learning that centers on the use of technology to aid students in a writing-based

curriculum that allows for critical analysis, problem solving, and applying knowledge towards the

proficiency of our career pathways through design, visual, and media arts (the online news magazine,

video production of documentaries), and managerial production (broadcast journalism, live

entertainment production). As the statistical data demonstrates that the L.A. metropolitan region offers

the most job opportunities in the state of California, there is clearly a strong connection between

opportunity and education in this field, confirming a need for an Arts, Media, and Entertainment

pathway.

Our students live, work, and play within the region of the entertainment industry. Reseda High

School already offers electives focused on skill sets such as drama, choreography, and musical

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performances. The uniqueness of our magnet introduces a wider range of skill sets that encompass the

broader range of entertainment- writing for the public, production, design, along with creating and

exploring communication through online venues and video documentaries. Most marketable jobs in

the entertainment industry are performed “behind” the camera- and through our core curriculum

centered on diversity and global awareness, along with providing 21st century sills that embed both

literacy and technology through staff and entertainment partnerships, students will diversify their

initial skill sets into developing extensive portfolios over the course of a 4- year cohort, allowing for a

wide range of work to be evaluated and used for college or career readiness.

Our magnet promotes desegregation through its multifaceted elective courses open to any

student in the greater Los Angeles school district. Students who favor performing arts, both in front of

and behind the audience, will find their interests developed though diverse opportunities such as

studying film in all its art forms, participating in Hollywood play productions, or analyzing the Latino

legacy in Hollywood filmmaking. This magnet improves student academic achievement for all

students by centering on three crucial areas: meaningful learning, adequate resources and educators’

professional capacity. We as teachers are accountable for offering rigorous training in the arts and core

subjects, as well as taking advisory roles regarding technology and ethics in media. The students are

accountable to enter school with an open mind, enabling them to flourish in a student-centered

environment where they drive the inquiry process for extended learning.

AMEM Pathway Learning Outcomes“Learning the skills and knowledge for creating, refining, and sharing work in the Arts, Media,

and Entertainment industry sector promotes teamwork, communication, creative thinking, and

decision-making abilities—traits that are necessary to function successfully in the competitive and

media-rich twenty-first century. Through the manipulation of sight, sound, and motion, those choosing

a pathway from this sector reach out in unique ways to enhance the quality of life for those around

them” (CTE Arts, Media, and Entertainment Standards).

When students graduate from the AMEM program students will have:

1. Integrated multiple sources of career information from diverse formats to make informed career

decisions, solve problems, and manage personal career plans.

2. Investigated, researched, and produced projects and services using existing and emerging

technology, accurately employing industry terminology and protocols at the career and college

readiness level for communicating effectively in oral, written, and multimedia formats

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3. Conducted short and more sustained research to create alternative solutions to answer a

question or solve a problem, using critical and creative thinking, logical reasoning, analysis,

inquiry, and problem-solving techniques.

4. Demonstrated health and safety procedures specific to the Arts, Media and Entertainment

domain and sector workplace environment.

5. Initiated, and participated in, a range of collaborations demonstrating behaviors that reflect

personal and professional responsibility, flexibility, and respect within a workplace,

educational, and community environment.

6. Practiced professional, ethical, and legal behavior, responding thoughtfully to diverse

perspectives and resolving contradictions when possible, consistent with laws, regulations, and

organizational norms.

7. Worked with peers to promote divergent and creative perspectives, effective leadership, group

dynamics, team and individual decision making, benefits of workforce diversity, and conflict

resolution.

8. Created and conducted a student-directed inquiry project through research to respond to a

problem or sophisticated question.

9. Contributed toward their community through a project that delved into research, community

involvement, and benefited the community at large.

10. Constructed and created an artistic work through creative expression and innovation that

contributes to the artistic discipline and cultural traditions in a new and innovative way.

*Adopted from the CTE Arts, Media and Entertainment Standards

3. Parent Engagement and Involvement.

The Arts, Media and Entertainment Magnet’s vision is to gain parental perspective on

curriculum, budget concerns, and cooperative practices in the classroom. Mester meetings for parents

would center on parent’s engagement with the magnet measuring the spectrum of our educational

program, from classroom observations and feedback to constructing a panel for portfolio assessment-

the web-based student-produced evaluation reflecting their four years of education. At present, these

are the top constructs for parent engagement and involvement:

Cooperative learning, thematic planning in the classroom (best practices): parents able

to observe teaching, offer feedback, support

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Learner concerns: SPED, ELD, different modalities, student-centered classroom:

parents discuss their children’s needs, offer feedback on group work effectiveness v.

individual efforts, ongoing discussion of theory and practice regarding multiple

modality-driven accessibility to curriculum

Budget issues: technology needs as the magnet grows

Community partnerships: expertise within the community

Portfolio as a graduation requirement: parent feedback/assessment as to rigor/rubric

construct; parents as panel for portfolio completion

4. AMEM Program Guidelines

The Arts, Media, Entertainment Magnet follows the Los Angeles Unified School District’s

voluntary, court-ordered integration program which attempts to ameliorate the five harms of racial

isolation:

Low academic achievement

Low self-esteem

Lack of access to post-secondary opportunities

Interracial hostility and intolerance

Overcrowded school conditions

To end these harms, Reseda High School’s AMEM Program provides a highly structured, yet nurturing

educational environment that meets the needs of each and every student by providing them:

The support needed to be academically successful

The nurturing needed to promote self-confidence and acceptance

The curriculum needed to teach tolerance for diversity through global awareness

The guidance and exposure to post-secondary opportunities needed to ensure students have a

plethora of college and career choices

Lower class size (whenever possible) to ensure personalized instruction

Magnet programs agree to adhere to the following Integration mandates:

Establish a program specific mission & vision that permeates throughout the program

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Adhere to students’ class size norms, magnet teacher selection process, & number of

preparation period required for magnet teachers, the number of magnet classes (with a

minimum of 75% purity).

Create a thematic curriculum that promotes college and career readiness, with the career

portion specific to AMEM.

5. Appendices

Reseda High School

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AMEM Program18230 KITTRIDGE STREET, RESEDA, CA 91335TELEPHONE (818) 758-3600 Fax (818) 776-0452

Student Code of IntegrityReseda High’s Arts, Media, and Entertainment Magnet has adopted the following code of Academic Integrity and all students are expected to adhere to its letter and spirit:Reseda High’s AME Magnet, united in a spirit of mutual trust and fellowship, mindful of the values of a true education and the challenges posed by the world, agree to accept the responsibilities for honorable behavior in all academic activities, to assist one another in maintaining and promoting personal integrity, and to follow the principles and procedure in this Code of Academic Integrity.Violation of the Code of Academic Integrity may take several forms. Cheating of any kind is obviously a violation of the Code, whether a student is cheating for him or herself, is working in groups on an individual assignment, or is helping another student cheat.

In addition, plagiarism is a violation of the Code. Any of the following, without full acknowledgement of the debt to the original source, counts as plagiarism:

Direct duplication, by copying (or allowing to be copied) another’s work, whether from a book, article, web site, another student’s assignment, etc., without proper citation or notification.

Duplication in any manner of another’s work during an exam. Paraphrasing of another’s work closely, with minor changes but with the essential meaning,

form and/or progression of ideas maintained. Piecing together sections of the work of others into a new whole. Submitting one’s own work which has already been submitted for assessment purposes in

another subject. Producing an assignment in conjunction with other people (e.g. another student, a parent, a

tutor) which is expected to be your own independent work.

For examples of acceptable and unacceptable uses of sources in writing, visit the following websites: www .oregonstate.edu/admin/stucon/plag.htm or www.libraries.rutgers.edu/rul/libs/robeson lib/flashpresents/text plag.htm

Note: Students are responsible for clarifying expectations and following the Code with respect to all assignments and in all disciplines.

Consequences for Violation of the Code of Academic Integrity:First Offense:

A fail on the assignment or 5% of course grade (whichever is greater)

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A double “U” in the class A 500 word essay on why cheating is wrong (due the next day of issuance) Probation from all activities for ten weeks Parent call home (by witnessing teacher)

Second Offense: A fail on the assignment or 5% of course grade (whichever is greater) A double “U” in the class A 1000 word essay on the definition of personal integrity (due the next day of issuance) Probation from all activities for a semester A formal parent conference with coordinator, counselor, administrator and police officer In-school suspension (plant management detail)

Third Offense: *Varies from failure of the course to removal from the program.

“I have read over and reviewed the Student Code of Integrity Policy with my son/daughter, and understand the consequences involved with such integrity issues.”

Parent Name_______________________________________ Date_________________________

Parent Signature____________________________________Date________________________

Student Name______________________________________Date_______________________

Student Signature___________________________________Date ______________________

RESEDA HIGH SCHOOL AMEM PROGRAM SERVICE REQUIREMENTSEach student enrolled in the AME Magnet at Reseda High School needs to complete a community service requirement. The community service requirement is part of your child’s permanent record here and is necessary for graduation and the prestigious graduation medallion.

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MISSION STATEMENT: Community service provides character development, personal growth, and helps students recognize their connection to the community at large.Service hours are also highly beneficial as a component in student portfolios that are evaluated for post-secondary education. Universities and scholarship organizations regard community service as an essential portion of a student’s experience.

The following guidelines may help you in completing the requirements

Each student in the program must have a minimum of 25 hours completed for each year a student is enrolled in the program.

Students may be compiling hours in May for the following year. Each year, all hours are due on May 1st.

Hours are turned in on your service sheet to the Magnet Office. A verification letter must accompany service hours done for a non-school sponsored activity on

organization letterhead. Students and parents are to keep a record of service hours completed. If there is a discrepancy,

you will need the service sheet. Make photocopies of your service hour sheets.

Hours may be earned for the following types of activities:

Service hours are to benefit the community in some way. Service hours are NOT earned when pay is received for the same job or when the service is part of the work in an academic course. (See below)

Up to five service hours are earned per year for participation in the following school activities or courses. Hours must be approved and signed off by sponsor. Number of hours earned are at the discretion of the sponsor.

• RHS sports teams• Spirit Squads• Performing arts, stage crew• Leadership• Yearbook, journalism• Club Office (Club meetings do not count) Service projects conducted by other service clubs. (Key Club, BSU, Debate Club, etc.) One-on-one tutoring. Peer tutoring, magnet mentor programs (overseen by a teacher) Involvement in community or civic projects AMEM events AMEM service projects AMEM leadership

CERTIFICATION OF PARTICIPATIONStudents need to be signed off by an authorized representative on the day of the event or within one week of the event. The event sponsor is not required to keep records for these activities. A verification letter, printed on organizational letterhead, MUST be attached to this service hour sheet if any non- school sponsored service project is completed . These letters are excellent letters of recommendation

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for your portfolio, your college applications, or your scholarship requests. These records need to be kept in a safe place with your important papers.

COMPLETION OF HOURSUpon completion of your year’s hours, please bring the completed service record to the AME Magnet Office. Make copies of all service hour sheets for your records before turning them in. Service hour sheets are available in the AME Magnet Office, or on our web site. <https://www.amemagnet.org>

“We both have read over the community service contract and are aware of the requirements.”

Student’s Name ______________________Grade level _____________________

Student’s Signature ___________________ Parent’s Signature _________________

Reseda High SchoolAMEM Program

18230 KITTRIDGE STREET, RESEDA, CA 91335TELEPHONE (818) 758-3600 Fax (818) 776-0452

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Student Code of EthicsReseda High’s Arts, Media, and Entertainment Magnet has adopted the following code of Ethics and all students are expected to adhere to its letter and spirit:

Reseda High’s AMEM Program was created to serve students who wanted to serve their communities. It is our expectation that you are in our program because you are interested in pursuing a career in the production of the arts, and therefore agree to handle all technological equipment with the utmost respect.

As well, you will in no way jeopardize your reputation by consciously choosing to do any one of the following:

Stealing from another Buying stolen property Defaming or threatening any person on a social network Shoplifting (regardless of price) Ditching School Using or selling drugs Drinking or selling alcohol HuffingOr any other offense that is a violation of the law

Violation of any of the above is possible cause for removal from the program

“I have read over and reviewed the Student Code of Ethics Policy with my son/daughter, and understand the consequences involved with such actions.”

Parent Name_____________________________________Date_______________________

Parent Signature__________________________________Date________________________

Student Name____________________________________Date________________________

Student Signature_________________________________Date ______________________

Reseda High School AMEM Program Student Conduct

Student Conduct

As a student in this program, you are expected and required to conduct yourself in a respectful and professional manner at all times. Not only are you a role model to other students, you are a

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representative of the AME Magnet School, and also of your community. You are the key to making and keeping a solid reputation for yourself, your school and for this program. The following rules shall be adhered to at all times. Violation of these rules may result in exclusion from the program, and will result in exclusion from activities including field trips, assemblies, internships, etc.

Each student shall:

1. Maintain good attendance in every class. Ten absences and/or five tardies, with or without a note, are cause for exclusion.

2. Maintain a 2.0 grade point average. Students who receive below standard marks during any report card will be placed on academic probation and may be a cause for exclusion from AME Magnet activities and the program itself.

3. Arrive in class prepared to work, with all necessary materials. (Pens, pencils, paper, books, etc.)

Advisory for 2016-2017

9 th Grade Fall Mester 1, Mester 2: every 1st and 3rd Tuesday of the month, students have Advisory in their H English 9A/Communication By Design A class. Every 2nd and 4th Tuesday of the month, students have

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Advisory in their Math class. Advisory lasts the entire period, for 60 minutes. Mester 1 focuses on academics (transition to high school requirements), whereas Mester 2 focuses on introducing possible careers in the arts, media and entertainment industry sectors, along with common time to prepare for introductory film making Project Based Learning (PBL) performance assessments. Mester 2 will have an opportunity for a community partner (Creator Up) to visit the class and discuss career options, as well as an opportunity for the students to interact with two community partners (film maker, visual design) to help them prepare for their advanced PBL film making performance assessments.

Spring Mester 3, Mester 4: every 1st and 3rd Tuesday of the month, students have Advisory in their H English 9B/Communication By Design B class. Every 2nd and 4th Tuesday of the month, students have Advisory in their Math class. Advisory lasts the entire period, for 60 minutes. Mester 3 continues the conversation regarding careers in the arts, media, and entertainment industry sectors, along with a follow up visit from a film making community partner (Creator Up) and a field trip to Pepperdine University’s Media Arts department. Mester 4 allows the students to interact with two community partners in the entertainment sector (theatre group, stand-up comedian) to help them prepare for their live PBL performance assessments.

10 th Grade Fall Mester 1, Mester 2: every 1st and 3rd Tuesday of the month, students have Advisory in their H English 10A/English Elective A class. Every 2nd and 4th Tuesday of the month, students have Advisory in their Math/Chemistry/History class. Advisory lasts the entire period, for 60 minutes. Mester 1 focuses on pre-planning career pathways through Media and Design Arts and/or Production and Managerial Arts. Mester 2 focuses on technical writing, along with constant support from our Creator Up community partner regarding video documentary editing.

Spring Mester 3, Mester 4: every 1st and 3rd Tuesday of the month, students have Advisory in their H English 10B/English Elective B class. Every 2nd and 4th Tuesday of the month, students have Advisory in their Math class. Advisory lasts the entire period, for 60 minutes. Mester 3 and 4 continue to focus on career pathways, career professional support in the classroom, creation of resume and practice mock interview.

Portfolio

A portfolio is a collection of meaningful work and artifacts that demonstrate learning, and is a reflection of personal and professional growth. It is the opportunity for the Senior Student to demonstrate knowledge, performance, and reflection. Your portfolio may include essays, digital multimedia, class projects, blogs and journal entries, hyperlinks, videos, film shorts, documentaries,

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images, photographs, and documents that pertain to your learning and growth. Your portfolio will be comprised of showcasing six proficient artifacts (four from core academic courses, and two from electives), personal statement, resume, and senior project.

There are three steps to creating and defending your portfolio:1. Select your artifacts2. Reflect on your skills and learning3. Prepare your defense and make your case

Step 1: Select your artifactsThe first step is to choose artifacts that demonstrate your skills, college and career readiness. Each artifact must come from a different subject area and course. For example, if a science artifact is used for analysis, then an English project may be used for argument. This process is ongoing, every year, with students continually assessing and reflecting on their work. The final portfolio for the Defense will showcase students’ selection of their best work demonstrating their learning, skills, and reflection of the process.

1: Analysis: Breaking down concepts or phenomena into their parts and explaining the relationship between those parts.Examples:

Literary analysis essay Multimedia presentation topic analysis Historical research paper Math theorem presentation Science lab Problem based study Policy paper or policy report

2: Argument: Advancing and supporting a position among competing positions Examples:

Policy paper or policy report Argument paper Book, blog, online journalism review Debate or shared inquiry Video documentary

3: Problem Solving: Proposing and supporting a solution to a problemExamples:

Problem based study Policy paper or policy report Coding a program to address a need Business plan Managerial preparation for production Collaborative video production Science application

4 Student-Directed Inquiry (using Research): Posing a sophisticated question and organizing a sustained search for the answerExamples:

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Student-designed scientific experiment Student-designed multimedia topic inquiry Student-designed research paper Documentary Field research for policy paper or policy report

5: Civic Engagement: Understanding and contributing toward your communityExamples:

Projects that require community involvement Projects that require research on the community Projects that contribute positively to the community

6. Creative Expression and Innovation: Demonstrate an understanding of creative thinking and creative practiceExamples:

Show command of the technique of the artistic discipline Construct and make a work of art to artistic and cultural traditions Explains the connection of work to artistic and cultural traditions Construct an artistic work in a new and innovative way

7: Personal Statement: Gaining College accessExamples:

College entrance essays Reflection on your experience, journey and learning experience

8: Your Resume: Finding your Career Path Resume showing accomplishments and connection to career path

9: Student Accomplishment: Revealing your accomplishment and future promise Senior project: an artifact that he/she has a passion for and has worked toward

creating/developing over an extended period of time.

Step 2: Reflect on your skills and learningFor all artifacts except #5 and #6, you will write a reflection that analyzes the work and explains in detail how and why it demonstrates what it has been selected to represent. In your reflection you should:

Introduce and contextualize the artifact. Where is it coming from? How did you create it? Analyze the artifact, explaining in detail how it represents its competency, whether analysis,

problem solving, community engagement, etc. Reflect on your understanding of that competency, how you have grown in it, and what

progress you still need to make.

Near the conclusion of every AMEM course you will polish your chosen artifact, and revise it. Then you will write a reflection that analyzes your chosen work and post both your artifact and work in your online portfolio.

Step 3: Your Defense Every course, and every year up to your Senior year of high school, is preparing you for the moment to defend your Senior project! The artifacts in your portfolio and your reflections have given you

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practice for the final moment where you will face a panel of experts in the field of your chosen study to review and evaluate your culminating project.

Your senior project and defense of your senior project are intertwined, as this project is a student-selected exploration of a topic that culminates in the completion, presentation and defense of this project. These projects are geared toward individualized learning, require students to apply knowledge and skills gained from their previous years within AMEM, and must be completed primarily on students’ own time outside of class, an estimated 20 to 40 hours of work.

Your Senior Project: Will be a project of your choosing Can be built and expanded from one of your previous artifact Will be approved by your mentor and require a written proposal Will comprise of interdisciplinary skills and topics showcasing your skills and expertise Will require adherence to a timeline Will culminate in a formal defense in front of a panel of peers, faculty and professionals in the

industry Will be celebrated in showcase where peers, family, and community are invited to view

Your Defense: Will require work and preparation Will be formally scheduled on a calendar so peers, faculty and professionals in the industry can

review and evaluate your Senior project Will require you to create, prepare, and conduct a formal and professional presentation

explaining, showcasing, and reflecting upon your project Will require you to respond to questions from a panel of peers, faculty, and experts in the

industry.

Top 10 Reasons Why Teaching Key Competencies with Project Based

Learning is a Good Idea

1. Our graduates will be better prepared for college, careers, and citizenship.

2. Students will still learn academic content (and remember it better).

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3. Our test scores will be fine, and our students will be better able to meet today’s more demanding standards.

4. Students will get better at managing their time and staying organized.

5. Students will learn how to work together to get things done, just as they will need to do on the job.

6. Students’ public presentations will be fun to watch, and give them a chance to develop communication skills.

7. Students will be more engaged and take more responsibility for their own learning.

8. Students’ creativity might lead to improvements in our community.

9. Parents and community members can share what they know as a content expert, guest speaker, or project consultant.

10.Students will have interesting things to say when asked, “What did you do in school today?”

*e.g., Critical Thinking, Collaboration, Communication, Creativity

Adapted from PBL for 21st Century Success, Buck Institute for Education © 2014

Research Summary:PBL and 21st Century Competencies

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Project Based Learning has been shown to yield a number of benefits for students, ranging from deeper learning of academic content to stronger motivation to learn. Looking specifically at how PBL supports 21st century learning goals, we can find several promising areas, including:

Academic achievement:Goals for 21st century learning emphasize mastery of significant academic content, which also is the foundation of any well-designed project. Comparisons of learning outcomes in PBL versus more traditional, textbook-and-lecture driven instruction show that:

n Students learning through PBL retain content longer and have a deeper understanding of what they are learning.

(Penuel & Means, 2000; Stepien, Gallagher & Workman, 1993)

n In specific content areas, PBL has been shown to be more effective than traditional methods for teaching math, economics, language, science, and other disciplines.

(Beckett & Miller, 2006; Boaler, 2002; Finkelstein et al., 2010; Greier et al., 2008; Mergendoller, Maxwell, & Bellisimo, 2006)

n On high-stakes tests, PBL students perform as well or better than traditionally taught students.

(Parker et al., 2011)

21st century competencies:PBL helps students master the key competencies identified as essential for college and career readiness. Research has shown:

n Students demonstrate better problem-solving skills in PBL than in more traditional classes and are able to apply what they learn to real-life situations.

(Finkelstein et al., 2010)

n When teachers are trained in PBL methods, they devote more class time to teaching 21st century skills; their students perform at least as well on standardized tests as students engaged in traditional instruction.

(Hixson, Ravitz, & Whisman, 2012)

n PBL students also show improved critical thinking.

(Beckett & Miller, 2006; Horan, Lavaroni, & Beldon, 1996; Mergendoller, Maxwell, & Bellisimo, 2006; Tretten & Zachariou, 1995)

n Through PBL experiences, students improve their ability to work collaboratively and resolve conflicts.

(Beckett & Miller; ChanLin, 2008)

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n Opportunities for collaborative learning provide benefits to students across grade levels, academic subjects, and achievement levels.

(Johnson & Johnson, 2009; Slavin, 1996)

Equity:n PBL shows promise as a strategy for closing the achievement gap by

engaging lower- achieving students.

(Boaler, 2002; Penuel & Means, 2000)

n PBL can work in different types of schools, serving diverse learners.

(Hixson, Ravitz, & Whisman, 2012)

n PBL also can provide an effective model for whole-school reform.

(National Clearinghouse for Comprehensive School Reform, 2004; Newmann & Wehlage, 1995; Ravitz, 2008)

Motivation:n In PBL classrooms, students demonstrate improved attitudes toward

learning. They exhibit more engagement, are more self-reliant, and have better attendance than in more traditional settings.

(Thomas, 2000; Walker & Leary, 2009)

Teacher satisfaction:n Teachers may need time and professional development to become

familiar with PBL methods, but those who make this shift in classroom practice report increased job satisfaction.

(Hixson, Ravitz, & Whisman, 2012; Strobel & van Barneveld, 2009)

For links to full text of studies as well as updates on research about Project Based Learning, visit the Buck Institute for Education at bie.org.

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