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Project-based learning should fit the projects: Bridging cultural relevance and pedagogy

I wake up early on a Monday morning to visit a school in Manhattan that’s touted for its engaging, student-centered approach to project-based learning. It was a typical winter morning in New York City — the chill was biting, the subways were crowded, the clouds were grayish-white and the steam pipes were in full gust.

I enter the building and proceed to the fourth floor of a co-located school with high anticipation for what has been promised to be mind-blowing, breathtaking project-based learning.

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