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If I am doing formative assessment all the time and reevaluating my teaching and reteaching but the student still fails the summative testing is it my fault? or could it be a hidden curriculum that the students has? This has really go me thinking about hidden curriculum.

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This is the first time I have heard of the "Hidden Curriculum" . I am still a little confused about it. Maybe someone can explain it better than the video. I understand we all come to the table with different experiences/backgrounds but how can we account for all of that?

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Project based learning is something I wanted to try in my classroom (years ago) but was discouraged by admin. I think that this kind of learning is very appealing to students because it is based on " real world problem" It is engaging and it requires an higher order of thinking. Coming up with an answer could change the world!

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How often do most teachers use formative assessment within a unit? If most students show understanding through formative, but then the summative assessment isn't as successful, do you reteach, or consider the assessment itself?

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I think learning how to learn and developing an academic mindset is something not being taught in schools where I have been. I think often teacher think students know how to learn. However, it is critically that this be taught .... My question is "what lesson look like that's objective is to teach students how to learn."

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Actually I feel like we have learned so many things that it is quite impossible to think of one area that I would struggle with, I have been teaching for many years and have tried many of the ideas. However, If I had to pick it would be Deeper Learning and it's application.

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How do you allow for deeper learning lesson plans and time when expectations for what is happening in the classroom might require a faster timeline? When you implement multiple concepts in the same project based learning, how do you show that in the assessment?

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Ultimately, we want our students to be able to be critical thinkers and have deeper learning. Project Based Learning is one way to accomplish both. This could be something such as a debate, book trailer, or other projects. PBL still needs to be well thought out and planned, but the students are able to make more choices and claim more ownership. This method will likely take longer than simply having a teacher impart that information, but students are likely to learn more from PBL.

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Most of what was in the webinar and videos was a review for me. I haven't, however, heard the term "hidden curriculum" before. Based on the video and webinar, I feel like it is more of a social norm and expectations type of thing. It's unintentional teaching expectations of the situation or location you are in. These might also include bias and traditions. I'm not sure how this falls under the category of curriculum, though, unless it is the idea that these hidden things can affect how our students learn.

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I think Deeper Learning is wonderful, but it is also often challenging to implement depending upon your administration and curriculum expectations.

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This resource gives several examples of project based learning, what that might look like, and what skills they could cover.

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Project-Based Learning Ideas to Bring English Language Arts Alive

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This blog post will introduce you to six simple, fun, and enriching project-based learning ideas for your English Language Arts classroom.

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Key Concepts and Ideas - Student Outcomes

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Key Concepts and Ideas - Student Outcomes

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The ideas presented in this Webinar were all critical elements of positive student outcomes. I noticed we addressed culture and climate, social-emotional learning, student engagement and motivations, and assessment. All of these elements will increase meaningful opportunities and deeper learning.

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While I feel very familiar with these topics, I always appreciate new ways to present the ideas. I thought the Edutopia, "Performance-Based Assessment: Engaging Students in Chemistry," was inspiring and a nice summation of how impactful PBL is. It was a good activity for me to view that video and observe where the PBL Gold Standard design elements were present - then compare those with my personal experiences in the classroom.

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Many great resources again in the Toolkit! One of my favorites is the, "https://www.bookwidgets.com/blog/2017/06/what-is-project-based-learning-15-pbl-ideas-fit-for-your-classroom"

I love how this learning method helps to create real-life applications for students. It offers an opportunity to address issues important to students, their communities, and the world. In many districts now, they're going a step further by creating dynamic learning environments and connecting student classes to real co-op opportunities or career paths in the community.

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PBL, a term you've probably seen a few times as a teacher. But what does it actually mean? And how do you use it in your classroom? PBL, or project-based learning. That's what this post is about.

Project-based learning - Definition

PBL or project-based learning is a learning method in which students identify a real-world problem and develop its solution. Students gain knowledge and skills by working for a longer period of time to investigate and respond to an engaging or complex question, problem or challenge.

Guide your students to identify, through research, a real-world problem of which they have to develop a solution using evidence to support the claim. They have to present their project through a multimedia approach based on a set of 21st-century tools.

Students show what they learn as they go through the unit, interact with the lessons, collaborate with each other and assess themselves and each other.

Why should you use project-based learning?

Project-based learning is not something new, teachers just didn't use it a lot when you were young. The ordinary way of teaching is teaching with disconnected lessons. Daily lessons that teach a skill which fits into a unit based on a topic or a theme. But, each lesson works independently and doesn't connect other units in a learning story.

Besides creating a learning story that connects everything to each other, there are plenty other reasons to use PBL:
1. PBL provides opportunities for students to use technology
Most students are using technology and apps almost every day. They are familiar with and enjoy using a variety of tech tools. As it happens, tech tools can be a perfect fit with project-based learning. With those tools and apps, teachers and students can find the right resources, information, create products and collaborate more effectively. They can even reach out to communities, experts and partners.
2. PBL promotes lifelong learning
Because technology is present, its use enables students, teachers and administrators to reach out beyond the school building. PBL also teaches students to take control of their learning, the first step as a lifelong learner.
3. PBL connect students and schools with the real world
Project-based learning enables students to solve problems and address issues important to them, their communities, and the world. Through PBL, students learn how to interact with adults and organizations. They are exposed to real workplaces and jobs so they will develop career interests. Even parents and other partners can be involved in certain projects.
4. PBL lends itself to formative and authentic assessment
Formative assessement allows us to systematically document a student's progress and development. Authentic assessment focuses on deep learning, asking thorough questions.

Why is this any different than any other class? Well, PBL encourages formative and authentic assessment by doing the following:

It allows students to demonstrate their capabilities while working independently.

It lets teachers have multiple assessment opportunities.

It shows the student's ability to apply skills such as doing research.

It develops a student's ability to work with other students, building teamwork and group skills.

The teacher learns more about the student as a person.

It helps the teachers communicate in meaningful ways with the student or a team. Being able to give meaningful feedback is very important.

5. PBL encourages students to be more engaged and to learn actively
The fact that students are working on a project that has to be the key of solving a problem, makes them more actively involved. A real project engages their mind and their hearts. It's a real world relevance for learning.
6. PBL builds skills for college, career and life
Success in life requires more than knowledge and skills. With PBL, students learn how to take initiative, be responsible and build a good attitude. They learn to build their confidence, solve problems, work in teams, and communicate ideas.
7. PBL encourages imagination and creativity
When you need to solve a problem, you have to be inventive and creative. PBL often asks to solve world class problems, so thinking out of the box is necessary. Because there are no real guidelines, visual design, drawing, and creating are very important elements within project based learning.

15 project-based learning ideas for in your classroom

Project-based learning has no magic plan you can use to guide you. It's flexible and it's a curriculum planning tool that's often used to "embed" other learning methods like game-based learning, blended learning, place-based learning, and so on.

This means you will need some inspiration to get a first taste of project-based learning. I went through some sites to find some challenging project-based learning examples. Here we go!

1. Plant and manage a garden to feed local homeless

2. Design an alert system to halt the spread of a deadly disease

3. Artfully illustrate the global history of civil rights

4. Film a documentary on a social issue few people see

5. Redesign the complete school, including new content areas, grading, collaboration and community involvement

6. Redesign public transport in your city

7. Create an interactive family tree with voice-overs from family members.

8. How to survive on a deserted island? What do you do?

9. Develop a brand new invention

10. Plan a school party

11. Work out a modern school library system that encourages students to read

12. Create and manage a YouTube channel for a self-determined and authentic purpose

13. Design a book with educative physical exercises to keep students moving during the day

14. Help local businesses increase environmental sustainability

15. Solve your parent's problem of being too busy.

These are just project-based learning ideas. You'll have to work them out and include several other learning aspects and materials. Take a look at this example: Island survival. If you scroll down on that website, you'll find a whole collection of project-based learning lessons, completely worked out for you.

Don't know how to really start with project based learning? Here are some tips.

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What is project-based learning? 15 PBL ideas fit for your classroom

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PBL, a term you've probably seen a few times as a teacher. But what does it actually mean? And how do you use it in your classroom? PBL, or project-based learning. That's what this post is about. PBL or project-based learning is a learning method in which students identify a real-world problem and develop its solution.

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I think the best curriculums outline HOW and WHEN teachers measure for student success. I never like to feel like it a guessing game. It is helpful to know what assessments districts expect ALL teachers to perform, and then have flexibility to also try new things and collaborate with other teachers in your PLC. Solid curriculums should encompass ALL types of assessments: benchmark, formative, summative, norm referenced, criterion referenced, performance based, and self/peer assessments. Some can be given daily, while others weekly or bi-weekly, monthly, or twice a year. In my head, all of these assessments are valuable pieces of a students portfolio. My question then, is why is there a continued emphasis on Standardized Tests?

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As a teacher I have felt successful challenging students in deep rigor. I have worked with students and parents on different methods and strategies to identify the needs of each individual. I have tried this via small groups, book clubs, independent inquiry projects, PBL and more. However, I have also encountered plenty of apathetic learners. My questions is how to best support students who struggle with external stressors or ACE. How do you balance deeper learning, high expectations, and still support struggling students by meeting them where they are at?

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I think time the primary challenge of time in the classroom involves balancing curriculum demands with limited instructional minutes. Not only do students need ample time to engage with PBL activities, collaborate, and research... there also needs to be sufficient time to provide students with timely and useful feedback. In my experience, even with the best laid plan, teachers need to also TEACH students how to manage their time during projects. Teachers need to feel confident allowing time for this learning process: critical thinking, collaboration, complex problem-solving, and application of knowledge. So I find the challenge being scheduling time to CHECK-IN with students periodically to make sure they're on the right track, without intervening too much and taking away any autonomy. It is definitely a balancing act and having a good understanding of your students! It requires patience, creativity, collaboration and curiosity!

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A key concept from the webinar and readings is the importance of using multiple types of assessments—formative, performance-based, and project-based—to capture student learning in meaningful ways. I also found the idea of the hidden curriculum valuable, as it highlights how classroom culture and expectations shape student experiences beyond the content. These ideas remind me to design lessons and assessments that are equitable, engaging, and aligned with both learning goals and student needs.

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One new idea that shaped my learning is the power of project-based and performance-based assessments to make learning more authentic and student-centered. I also gained a deeper understanding of the hidden curriculum and how classroom culture, expectations, and unspoken norms impact student learning and engagement.

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I’m still wondering how to balance multiple forms of assessment—formative, performance-based, and traditional tests—while ensuring each provides an accurate picture of student learning. I also question how to consistently measure growth in social-emotional and collaborative skills, which are less tangible but just as important as academic outcomes.

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I’m curious about how to effectively design lessons that promote deeper learning while still covering required standards. I also wonder how to assess critical thinking, problem-solving, and collaboration in ways that truly reflect student understanding and growth beyond memorization.

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One challenge I face is balancing curriculum requirements with student-centered, differentiated instruction that meets diverse learning needs. I also struggle with effectively integrating assessments, SEL, and deeper learning strategies while keeping lessons engaging and ensuring all students are supported. Finally, finding the time and resources to continually reflect, adjust, and reimagine lessons can be difficult in a busy teaching schedule.

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One resource I found especially helpful was the Project-Based Learning video because it demonstrated how engaging students in authentic, hands-on projects can deepen understanding and build critical thinking skills. It showed practical ways to connect content to real-world applications, which helps me create lessons that are both meaningful and motivating for students.