Online Professional Learning and
Technical Assistance for
21st Century Community Learning Centers
  1. Y4Y
  2. Train Your Staff
  3. Project-Based Learning
  4. Training Starters
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Training Starters

Training Starters help you plan trainings on key topics related to the subject matter. Click the different training starters below for tips on creating trainings that address your program needs and next steps.

Documenting Project-Based Learning

Develop staff understanding of 21st century skills in practice, and how to create targeted skill objectives for PBL.

Working With Groups

Build staff skills for facilitating youth work in groups.

 

 

My Notebook

Project-Based Learning

The Notebook is a useful way to jot down notes as you go through the various topics available on the You For Youth website. If you'd like to use the notebook, please sign in if you already have an account or register now to join the Y4Y community!

Glossary

Project-Based Learning

Skills that are essential for students to be successful and competitive in the real world, such as problem solving, critical thinking, collaboration, communication, and creativity/innovation
An approach that provides students with experiences, resources, and tools that help them develop the knowledge, awareness, understanding and skills necessary to be active, effective citizens prepared to address important issues in their community and the world at large.
Ability to work effectively with diverse team members to achieve shared goals.

A process that highlights students actively collaborating together in small teams and with members of the community with the goal of solving stated.

Keeping an ongoing record of student work throughout a project and at the end, to determine progress, identify challenges, and demonstrate what is being learned

An open-ended question that a student team crafts (with help from an adult facilitator) and sets out to answer through an organized, project-based learning experience.

Guide youth in activities or projects by setting parameters and providing support and structure rather than by directing them, be the “guide on the side” not the “sage on the stage”.

The end result of a project (a video, written report, advertising campaign, community action event, etc.) that students use to represent their work in the project’s culminating activity

A type of evaluation performed for the purpose of improving the performance of a person or program (see also: summative evaluation)

Learning through active exploration, problem solving and manipulation of materials rather than through the more traditional methods of content delivery, such as lectures and textbooks

A guided instructional approach in which learners ask questions, conduct investigations, make discoveries and apply their new understandings
Hours outside of the regular school day, and they are often used for student enrichment activities that augment regular school-time instruction. Out-of-school time can occur before or after school, or in the summer.

Ability to suggest or design solutions to problems for which there may be no one right answer

A student-directed learning strategy by which young learners explore community-related topics of high interest to them through in-depth learning experiences lasting more than 3 days

Students take an active role in their learning process and developing the project, while staff plays the role of facilitator.
Students are invited to express opinions and make choices about planning and implementing their own learning experiences.