Today's guest blogger is Thom Markham, a psychologist, educator, and president of Global Redesigns, an international consulting organization focused on project-based learning, social-emotional learning, youth development, and 21st-century school design.
An unfortunate legacy of the cognitive model that dominates education is the belief that everything important in life takes place from the neck up. This belief is the primary reason that many teachers struggle with project-based learning (PBL). At its best, PBL taps into intangibles that make learning effortless and engaging: Drive, passion, purpose, and peak performance. But peak performance doesn't start with a standardized curriculum.