The core of the 2022 revised curriculum is student leadership!
Understanding Project Classes - Creating a Culture - Operations and Management
Disclosure of short-, medium-, and long-term class examples and provision of activity sheets
Complete the project-based lessons needed for in-depth learning in one volume.

In line with the 2022 revised curriculum, which prioritizes student initiative, this book begins with the question of why project-based learning is necessary for student initiative.
First, we will discuss the overall understanding and theoretical basis of project classes, and then discuss the definition, goals, history, and elements to help students understand project classes in practice.
Next, we present the theoretical background and basis for creating a classroom culture for actual classes, as well as class design, operation, and management.
Next, we will categorize project classes into short-term (within 5 classes), medium-term (within 8 classes), and long-term (more than 8 classes) and introduce detailed field cases that can be applied directly in actual classes.
For each project-based class conducted in an actual classroom, we introduce class management know-how, various customized learning tools, techniques, and strategies, and provide detailed guidance on how project-based classes are conducted in the field according to key practical elements.

The author cites project-based learning as an effective teaching method for fostering the strength to live.
Even as many new teaching methods emerge in the future, the importance of project-based learning will not change significantly.
Because our life itself is a series of projects.
In the real world, adults wrestle with a variety of "projects," from planning weddings to long-distance road trips.
Children face a variety of projects, such as planning tests or preparing for school events.
In this way, life is a series of projects.
Therefore, it is helpful for everyone to learn how to set goals, develop a complex implementation plan based on those goals, and mobilize the necessary resources to successfully complete a "performance-based evaluation."
--- p.19

Education is not simply about imparting knowledge.
We must help students develop their own capabilities, understand their relationships with the world around them, and contribute to it.
Only by democratically changing school culture can teacher leadership take root and joint leadership between students and teachers be demonstrated.
Mutual leadership between teachers and learners can foster deep learning.
--- p.47

The advantage of project-based learning is that it provides students with a clear expectation that they will apply their knowledge and skills to problems in the transfer phase.
If you understand that this is not about why you are doing it now, but rather a process to produce results, you will become more immersed in the given task.
Even so, completing the result itself is not the goal, but what is important is what students realize and learn in the process.
--- p.70

A growth mindset helps learners believe that high-level learning is possible for everyone.
Studying hard means thinking a lot, and thinking a lot means constantly reflecting and revising your strategies for effective learning.
Students must believe that they are capable of achieving high levels of learning, that it is possible through intentional action, and that it will happen.
Of course, a growth mindset is important in fostering a project-based learning culture.
One way to instill a growth mindset is to have students continually assess their own progress and engage in a process of critique and improvement.
Deepen your learning through opportunities to improve project outcomes.
--- p.79

Students who can think critically, solve problems, work with others, and manage their own learning are better prepared for the challenges they will face in college, the workplace, and as citizens.
Project-based learning provides an opportunity to hone these skills, which students will continue to use long after the project is over.
--- p.116

No matter how great a plan is, a teacher's plan is always subject to revision based on the learner's prior knowledge and what is observed during class.
Students interpret the same experience differently, and their level of understanding is bound to vary.
In a real classroom, each student's prior knowledge and experience are different, so teachers need to prepare for these conditions to lead to learning outcomes.
Teachers must constantly assess their students' levels and find the optimal learning support methods.
The process of assessing a student's current level and adjusting classes is fluid.
Continuous observation and adjustments are required.
We must constantly observe students' levels and achievements and adapt our approaches accordingly.
--- p.139~140

To develop self-management skills, you should help your students use various project management tools, including calendars and project task checklists, so that they can become independent learners who can manage their own work flow while working on projects.
Helping people recover from failure is also an important role of scaffolding.
When students use their abilities to take risks and overcome failure, they learn more than just the content of the course.
When I realize that I am the master of my own project, I finally learn that I am the master of the decisions I make at every crossroads in life, and no one else.

--- p.159