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      <title>Compass Point: Taroona High School @ UTAS Case Study by </title>
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      <pubDate>2021-11-27 01:08:15 UTC</pubDate>
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         <title>That students might feel more involved and have ownership over their learning </title>
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         <title>Excited that students are enjoying this approach to learning</title>
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         <title>any students that don&#39;t enjoy this way of learning - how will this be managed ? </title>
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         <title>Josh Moore has asked ...Do you see opportunities for Languages, HASS and HPE to contribute to the prior knowledge and skills?•	</title>
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         <title>How much flexibility is there for transdisciplinary inquiry in level 3 subjects?</title>
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         <title>Accommodating students who prefer more scaffolded learning ?</title>
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         <title>with Taroona high year 11 &amp; 12 being off-campus at UTAS, is there a concern that this model doesn&#39;t fit the extension idea and those students who struggle with transition, face the same issue they do with transitioning in the tradition high school to college system?</title>
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         <title>Could projects be a copllaboration with year 12 students from other schools?</title>
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         <title>how do you ensure students having enough foundational knowledge to authentically engage in PBL?</title>
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