Definition: Project Based Learning (PBL) is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.

4 Design Principles that are especially important in PBL:

1. Defining learning appropriate goals that lead to deep understanding
2. Providing support such as beginning with engaging problems that lead to learning before completing projects
3. Including multiple opportunities for formative self-assessment
4. Developing social structures that promotes participation and revision (collaboration among students, teachers, and others in the community

Benefits of PBL:
-Integrates curriculum
-Encourages lifelong learning & civic responsibility
-Engages and motivates bored or indifferent students
-Supports students in learning problem solving, communication, and self-management
-Creates positive communication and collaborative relationships
-Meets the needs of learners with varying skill levels and learning styles

Inquiry Learning is a form of active learning that starts by posing questions, problems, or scenarios; this is a student-centered learning model where students are active learners and engage in self-reflection

Students will develop questions they want to answer, research the topic, present what they learn, and reflect on what worked during the process and what did not.

Teachers will model behaviors and skills, support content learning, use multiple means of assessment, and act as facilitators.

A sample question to engage students would be "How do you know if a law is just?" Students will then begin the process of explore what they think makes a law just, explain what they know about just laws, then elaborate on what they know about just laws after some research, and finally students will assess their learning by sharing their knowledge with the class.

The primary goal of Socratic Dialogue is for students to think critically about difficult issues.
-gets students to ask the "why" questions

Socratic Dialogue is typically student led and the teacher serves as a moderator/devil's advocate.

Through this method, students develop and utilize their critical thinking skills and active listening skills.

Example: A controversial question to begin the dialogue could be "Is failure a bad thing or a good thing?" Students would then take charge of the discussion giving their opinions, with support. The teacher will keep track of whether students have given their opinion, if they are on task, repeating students exact words to avoid arguments, and play devil's advocate by injecting counter arguments to students's claims.