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During the summer of 2024, Magnet New York City, in partnership with the Center for Technology and School Change (CTSC) at Teachers College, hosted two options for a two-day summer institute entitled, PBL 201: Deepening Design & Implementation Practices. This professional development opportunity offered educators an in-depth exploration of advanced project-based learning (PBL) design and implementation strategies. The hybrid format provided a blend of in-person and virtual learning, with the first day of each series held on-site and the second day conducted virtually. Each day was structured with interactive sessions, collaborative activities, and time for personalized project development.
Throughout each Institute, teachers engaged in hands-on learning aimed at enhancing their skills in designing student-centered, community-based, transdisciplinary-focused, inquiry learning experiences. Magnet schools are specialized public schools that provide unique educational programs and curricula aimed at enhancing students' interests and talents. They focus on themes such as science, technology, arts, and humanities, encouraging innovation and creativity while promoting diversity and academic excellence. Teachers integrated existing curriculum, allowing for the applied learning of content and the building of important skills in real world contexts while incorporating foundational aspects of each school’s Magnet theme.
Guided by CTSC facilitators, participants explored backward design practices, creative formative assessment techniques, and standards-based content exploration. Teachers had the opportunity to revise existing units or create new ones with support from both their own school colleagues and across fellow participating Magnet schools, creating an engaging, collaborative environment for adult learning and development.
During the summer of 2024, Magnet New York City, in partnership with the Center for Technology and School Change (CTSC) at Teachers College, hosted two options for a two-day summer institute entitled, PBL 201: Deepening Design & Implementation Practices. This professional development opportunity offered educators an in-depth exploration of advanced project-based learning (PBL) design and implementation strategies. The hybrid format provided a blend of in-person and virtual learning, with the first day of each series held on-site and the second day conducted virtually. Each day was structured with interactive sessions, collaborative activities, and time for personalized project development.
Throughout each Institute, teachers engaged in hands-on learning aimed at enhancing their skills in designing student-centered, community-based, transdisciplinary-focused, inquiry learning experiences. Magnet schools are specialized public schools that provide unique educational programs and curricula aimed at enhancing students' interests and talents. They focus on themes such as science, technology, arts, and humanities, encouraging innovation and creativity while promoting diversity and academic excellence. Teachers integrated existing curriculum, allowing for the applied learning of content and the building of important skills in real world contexts while incorporating foundational aspects of each school’s Magnet theme.
Guided by CTSC facilitators, participants explored backward design practices, creative formative assessment techniques, and standards-based content exploration. Teachers had the opportunity to revise existing units or create new ones with support from both their own school colleagues and across fellow participating Magnet schools, creating an engaging, collaborative environment for adult learning and development.
CTSC works with Yonkers Public Schools (YPS), as a higher education partner to support the professional development goals of the New York State Smart Start grant. Over the course of the five-year grant, CTSC’s summer institutes have played a key role in supporting the districts’ development and implementation of a large-scale professional learning initiative to enhance teachers' expertise in inquiry-based learning, computer science, engineering, and educational technology. Participating teachers are introduced to Wiggins & McTighe’s Understanding by Design process to support the creation of transdisciplinary project-based learning units that blur the boundaries between often siloed disciplines. This collaborative process positions teachers as designers of empowered learning experiences for their students for their students, and supports them in developing PBL units that focus on the learning and testing goals, enhanced by innovative technology.
Marking year four of the grant, teachers from across the district attended one of two six-day institutes in summer 2024, designed and led by CTSC facilitators. Approximately one hundred teachers participated in hands-on professional learning using drones, robots, filmmaking equipment, and green screens to develop standards-aligned activities for new PBL unit plans. Using these digital tools and platforms, teachers designed engaging, project-based learning experiences that integrate the New York State Computer Science and Digital Fluency Learning Standards with content area standards. These student-centered unit design plans developed by the teachers aim to foster critical thinking and prepare students to use technology to create, research, communicate, and collaborate. Students will have the opportunity to apply these skills to solve real-world problems, extending their learning beyond the classroom.
Yonkers’ teachers embraced the challenge of mastering complex technologies and integrating the tech into projects, knowing that their new skills would inspire curiosity, creativity, and exciting academic growth for their students in the school year to follow!
We applaud Yonkers for their district-wide summer programs for teachers that build in student choice, experimentation, and strategic design practices for technology-infused inquiry-based learning!
CTSC works with Yonkers Public Schools (YPS), as a higher education partner to support the professional development goals of the New York State Smart Start grant. Over the course of the five-year grant, CTSC’s summer institutes have played a key role in supporting the districts’ development and implementation of a large-scale professional learning initiative to enhance teachers' expertise in inquiry-based learning, computer science, engineering, and educational technology. Participating teachers are introduced to Wiggins & McTighe’s Understanding by Design process to support the creation of transdisciplinary project-based learning units that blur the boundaries between often siloed disciplines. This collaborative process positions teachers as designers of empowered learning experiences for their students for their students, and supports them in developing PBL units that focus on the learning and testing goals, enhanced by innovative technology.
Marking year four of the grant, teachers from across the district attended one of two six-day institutes in summer 2024, designed and led by CTSC facilitators. Approximately one hundred teachers participated in hands-on professional learning using drones, robots, filmmaking equipment, and green screens to develop standards-aligned activities for new PBL unit plans. Using these digital tools and platforms, teachers designed engaging, project-based learning experiences that integrate the New York State Computer Science and Digital Fluency Learning Standards with content area standards. These student-centered unit design plans developed by the teachers aim to foster critical thinking and prepare students to use technology to create, research, communicate, and collaborate. Students will have the opportunity to apply these skills to solve real-world problems, extending their learning beyond the classroom.
Yonkers’ teachers embraced the challenge of mastering complex technologies and integrating the tech into projects, knowing that their new skills would inspire curiosity, creativity, and exciting academic growth for their students in the school year to follow!
We applaud Yonkers for their district-wide summer programs for teachers that build in student choice, experimentation, and strategic design practices for technology-infused inquiry-based learning!
Former CTSC intern and student of Dr. Meier, Joohee Son (Ed.D ’13) has started her own K-12 school in South Korea. During her time at Teachers College, Son interned at CTSC and shared that this experience helped her establish a unique perspective on international education. Working with Dr. Meier helped Son to gain a deep understanding of technology policy and ways to put theory into practice in her new school.
Learn more about Joohee Son and her school.
Former CTSC intern and student of Dr. Meier, Joohee Son (Ed.D ’13) has started her own K-12 school in South Korea. During her time at Teachers College, Son interned at CTSC and shared that this experience helped her establish a unique perspective on international education. Working with Dr. Meier helped Son to gain a deep understanding of technology policy and ways to put theory into practice in her new school.
Learn more about Joohee Son and her school.
The Center for Technology and School Change (CTSC) kicked off a summer institute series for over 125 educators taking part in the National Science Foundation-funded STILE grant (Systemic Transformation of Inquiry Learning Environments) this past July and August 2022.
Four multi-day virtual institutes were held with a cohort of 20 participating New York City schools across all boroughs. During these highly interactive sessions, educators developed a shared language around STEM and transdisciplinary concepts, and explored a process for designing projects contextualized to the realities of their schools. Teachers left the institute with anticipation for bringing STEM to life in their classrooms. As one teacher noted, this work will “open students to new and different learning experiences.”
CTSC’s STILE initiative represents a 10+ year effort to design and implement an effective approach to building STEM practices for teachers and school leaders. The shift to transdisciplinary learning requires a new pedagogical perspective, and reflection on the everyday structure of schooling. STILE educators will work alongside CTSC facilitators to design a STEM project over the course of the academic year.
CTSC looks forward to continuing the work with NYC educators and to sharing successes and promises for hands-on, student-centered learning over the coming months.
The Center for Technology and School Change (CTSC) kicked off a summer institute series for over 125 educators taking part in the National Science Foundation-funded STILE grant (Systemic Transformation of Inquiry Learning Environments) this past July and August 2022.
Four multi-day virtual institutes were held with a cohort of 20 participating New York City schools across all boroughs. During these highly interactive sessions, educators developed a shared language around STEM and transdisciplinary concepts, and explored a process for designing projects contextualized to the realities of their schools. Teachers left the institute with anticipation for bringing STEM to life in their classrooms. As one teacher noted, this work will “open students to new and different learning experiences.”
CTSC’s STILE initiative represents a 10+ year effort to design and implement an effective approach to building STEM practices for teachers and school leaders. The shift to transdisciplinary learning requires a new pedagogical perspective, and reflection on the everyday structure of schooling. STILE educators will work alongside CTSC facilitators to design a STEM project over the course of the academic year.
CTSC looks forward to continuing the work with NYC educators and to sharing successes and promises for hands-on, student-centered learning over the coming months.
The Center for Technology and School Change (CTSC) at Teachers College, Columbia University works with schools to grow inquiry-based transdisciplinary design practices, develop technology-infused curriculum, and implement STEM-anchored project-based learning experiences. As the Senior Director of Professional Development for CTSC, Karen Kirsch Page took part in an EdTech Advocacy 'Fly-In' on Capitol Hill last week representing the Center along with education leaders from all over the U.S. We reached nearly 70 offices from 27 states. State educators met legislative teams to discuss important edtech policy issues relevant to AI in education, the Affordable Connectivity Program (ACP), supporting effective instruction through professional development and extended student learning support through ESSA, student privacy, and cybersecurity. Congressional representatives and senators and their legislative teams were interested and responsive!
The New York advocates (pictured below) worked together in meetings in the offices of Senators Schumer and Gillibrand and Congressman Espaillat to advocate for specific relevant issues surrounding digital learning as a key element in creating equitable, effective, and innovative learning for students and teachers alike.
The Center for Technology and School Change (CTSC) at Teachers College, Columbia University works with schools to grow inquiry-based transdisciplinary design practices, develop technology-infused curriculum, and implement STEM-anchored project-based learning experiences. As the Senior Director of Professional Development for CTSC, Karen Kirsch Page took part in an EdTech Advocacy 'Fly-In' on Capitol Hill last week representing the Center along with education leaders from all over the U.S. We reached nearly 70 offices from 27 states. State educators met legislative teams to discuss important edtech policy issues relevant to AI in education, the Affordable Connectivity Program (ACP), supporting effective instruction through professional development and extended student learning support through ESSA, student privacy, and cybersecurity. Congressional representatives and senators and their legislative teams were interested and responsive!
The New York advocates (pictured below) worked together in meetings in the offices of Senators Schumer and Gillibrand and Congressman Espaillat to advocate for specific relevant issues surrounding digital learning as a key element in creating equitable, effective, and innovative learning for students and teachers alike.
The CTSC PD team presented to a room full of administrators and teachers from all over the country on April 19, 2024 as a part of the Magnet Schools of America Conference hosted this year in New York City by the local Magnet leadership. CTSC designed a workshop in partnership with the Magnet school instructional coaches from one of our NSF STILE grant participants PS 182Q the School of Discovery and Applied Learning.
The workshop, "Professional Development: K-12 Schools and Higher Ed Partners Designing Together to Empower Students in Transdisciplinary Learning," unfolded as a dynamic exchange of ideas and experiences. Attendees were introduced to the collaborative journey between PS 182Q and CTSC, showcasing the transformative power of partnerships in shaping effective professional development. The session emphasized the work under the STILE grant that focuses on the co-construction of STEM-anchored learning experiences while catering to the unique context of each school and fostering an environment where both teachers and students grow and thrive.
A highlight of the workshop was the discussion around transdisciplinary project-based learning, where the boundaries between traditional subjects dissolve, allowing students to tackle real-world problems through a holistic lens. Participants considered the shift from teacher-led instruction to student-centered approaches, highlighting the importance of empowering learners to take ownership of their own education.
Participants were equipped with actionable strategies for IBL and PBL development, along with some new thinking about the crucial role relationships play in sustaining pedagogical innovation. The collaborative spirit of the event modeled for attendees how, through strategic partnerships with higher ed partners, K-12 schools can tap a wealth of resources, support, and opportunities to build instructional and design skills for teachers, elevate student learning, and drive meaningful change within schools.
The CTSC PD team presented to a room full of administrators and teachers from all over the country on April 19, 2024 as a part of the Magnet Schools of America Conference hosted this year in New York City by the local Magnet leadership. CTSC designed a workshop in partnership with the Magnet school instructional coaches from one of our NSF STILE grant participants PS 182Q the School of Discovery and Applied Learning.
The workshop, "Professional Development: K-12 Schools and Higher Ed Partners Designing Together to Empower Students in Transdisciplinary Learning," unfolded as a dynamic exchange of ideas and experiences. Attendees were introduced to the collaborative journey between PS 182Q and CTSC, showcasing the transformative power of partnerships in shaping effective professional development. The session emphasized the work under the STILE grant that focuses on the co-construction of STEM-anchored learning experiences while catering to the unique context of each school and fostering an environment where both teachers and students grow and thrive.
A highlight of the workshop was the discussion around transdisciplinary project-based learning, where the boundaries between traditional subjects dissolve, allowing students to tackle real-world problems through a holistic lens. Participants considered the shift from teacher-led instruction to student-centered approaches, highlighting the importance of empowering learners to take ownership of their own education.
Participants were equipped with actionable strategies for IBL and PBL development, along with some new thinking about the crucial role relationships play in sustaining pedagogical innovation. The collaborative spirit of the event modeled for attendees how, through strategic partnerships with higher ed partners, K-12 schools can tap a wealth of resources, support, and opportunities to build instructional and design skills for teachers, elevate student learning, and drive meaningful change within schools.