<?xml version="1.0" encoding="UTF-8" standalone="no"?><rss xmlns:atom="http://www.w3.org/2005/Atom" xmlns:content="http://purl.org/rss/1.0/modules/content/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:itunes="http://www.itunes.com/dtds/podcast-1.0.dtd" xmlns:slash="http://purl.org/rss/1.0/modules/slash/" xmlns:sy="http://purl.org/rss/1.0/modules/syndication/" xmlns:wfw="http://wellformedweb.org/CommentAPI/" version="2.0">

<channel>
	<title>Murphy's Musings</title>
	<atom:link href="https://psumurphette.com/feed/" rel="self" type="application/rss+xml"/>
	<link>https://psumurphette.com</link>
	<description>Leadership, Literacy, and Authentic Learning</description>
	<lastBuildDate>Tue, 22 Apr 2025 13:53:53 +0000</lastBuildDate>
	<language>en-US</language>
	<sy:updatePeriod>
	hourly	</sy:updatePeriod>
	<sy:updateFrequency>
	1	</sy:updateFrequency>
	<generator>https://wordpress.org/?v=7.0</generator>

<image>
	<url>https://i0.wp.com/psumurphette.com/wp-content/uploads/2019/06/cropped-Untitled-design-1-1.png?fit=32%2C32&amp;ssl=1</url>
	<title>Murphy's Musings</title>
	<link>https://psumurphette.com</link>
	<width>32</width>
	<height>32</height>
</image> 
<site xmlns="com-wordpress:feed-additions:1">121456371</site>	<itunes:explicit>no</itunes:explicit><itunes:image href="http://psumurphette.com/wp-content/uploads/2017/12/THE-NEW-YOU.jpg"/><itunes:keywords>literacy</itunes:keywords><itunes:summary>Erin Murphy, co-author of Hacking Project Based Learning and Middle School Administrator, discusses topics related to leadership, literacy, and authentic learning experiences. The brief, nitty-gritty approach of this podcast offers listeners turnkey ideas for their classrooms or schools. </itunes:summary><itunes:subtitle>Leadership, Literacy, and Authentic Learning</itunes:subtitle><itunes:category text="Education"><itunes:category text="K-12"/></itunes:category><itunes:owner><itunes:email>psumurphette@gmail.com</itunes:email></itunes:owner><item>
		<title>Making Room for Inquiry and PBL in Scripted Classrooms</title>
		<link>https://psumurphette.com/2025/04/15/making-room-for-inquiry-and-pbl-in-scripted-classrooms/</link>
		
		
		<pubDate>Tue, 15 Apr 2025 10:40:20 +0000</pubDate>
				<category><![CDATA[Literacy]]></category>
		<category><![CDATA[PBL]]></category>
		<guid isPermaLink="false">https://psumurphette.com/?p=1000</guid>

					<description><![CDATA[For many educators (especially at the elementary level), the desire to engage students in meaningful, inquiry-driven learning often runs up against the reality of teaching scripted programs. Whether it’s a tightly paced ELA curriculum or a math program that leaves little room for deviation, teachers may feel boxed in and unable to offer the kind of creative, student-centered experiences they know are best for deeper learning. But here’s the good news: even in a tightly scheduled, highly structured classroom, there are ways to make space for project-based learning (PBL) and inquiry. You don’t have to abandon your curriculum to honor student curiosity. You just have to get a little creative. Here are three practical ways to weave inquiry and project-based learning into your day without breaking away from what you’re required to teach. 1. Start a Wonder Wall: Curiosity is Contagious If you want to nurture inquiry in your classroom, start by giving students a visible, dedicated space to wonder. A “Wonder Wall” is just what it sounds like: a bulletin board or poster where students can jot down their questions about the world. These can be inspired by something they read, a science topic, a historical event, or a random observation (“Why don’t penguins fly?” “What makes tape sticky?”). Here’s how it works: Even if you can’t turn every question into a full project, this small routine tells students: Your curiosity matters. Your questions are worth exploring. And over time, you’ll find that wonder walls spark conversations, mini-investigations, and ideas that naturally feed into other subjects. Author Trevor MacKenzie, in Inquiry Mindset: Nurturing the Dreams, Wonders, and Curiosities of Our Youngest Learners, offers practical tools and language for supporting student inquiry in K–6 classrooms. His work is a great resource if you’re looking to go deeper. 2. Project-Based Work as a Station: Authentic Work During Small Group During small group time, teachers often run guided reading or math groups while the rest of the class rotates through centers or independent work. This time is gold, if you use it strategically. One smart move is to make a PBL station one of your regular rotations. For example: You don’t need to assess these projects with a rubric every time. Think of them as practice for real-world thinking. A place where students can try out ideas, explore topics of interest, and connect content to the world around them. John Spencer and A.J. Juliani’s book Empower: What Happens When Students Own Their Learning highlights how even within the structure of curriculum, students can drive their learning in meaningful ways. Their work reminds us that student voice and choice don’t need to be “extra”. 3. Social Studies: The Hidden Gem of the Schedule In many elementary schools, ELA and math are scripted, but social studies is often the forgotten subject &#8211; under-scheduled, under-tested, and (sadly) under-taught. But for teachers looking to integrate PBL, this can actually be an opportunity. Social studies is naturally suited to inquiry. It asks students to wrestle with big questions: Why do people move? What makes a community fair? How do people create change? These aren’t just academic questions, they’re real-world ones that spark deep thinking and empathy. Instead of defaulting to textbook worksheets, consider framing your social studies unit as a project: Even primary students can research by viewing topic specific videos or listening to non-fiction texts relevant to their projects or testing out ways to construct a model. These projects don’t have to be long or elaborate. The key is giving students a purpose and audience for their learning &#8211; two ingredients that make learning stick. Final Thoughts: Small Moves, Big Shifts Even when you’re working within the constraints of a scripted program, you can create space for curiosity and creativity. A wonder wall here, a PBL station there, and a reimagined social studies unit can go a long way toward transforming your classroom into a place where students feel empowered to explore, question, and create. Disclosure:Some of the links in this post are Amazon affiliate links. This means that if you click on a link and make a purchase, psumurphette.com may earn a small commission at no additional cost to you. We only recommend products and resources we genuinely believe can support educators and learners. Thank you for supporting our work!]]></description>
		
		
		
		<post-id xmlns="com-wordpress:feed-additions:1">1000</post-id>	<dc:creator>psumurphette@gmail.com (Erin Murphy)</dc:creator></item>
		<item>
		<title>PBL &amp; Inquiry: Reimagining Schools for the Anxious Generation</title>
		<link>https://psumurphette.com/2025/03/18/pbl-inquiry-reimagining-schools-for-the-anxious-generation/</link>
		
		
		<pubDate>Tue, 18 Mar 2025 22:15:00 +0000</pubDate>
				<category><![CDATA[Educational Leadership]]></category>
		<category><![CDATA[PBL]]></category>
		<category><![CDATA[What I'm Reading]]></category>
		<guid isPermaLink="false">https://psumurphette.com/?p=990</guid>

					<description><![CDATA[I recently re-read The Anxious Generation by Jonathan Haidt, and I believe there are three main takeaways for schools: In recent years, there&#8217;s been a noticeable shift in the way students engage with their education. The pervasive presence of personal devices, especially those equipped with social media, has introduced new challenges in the learning environment. Additionally, the traditional structures of education may not be fully addressing the developmental needs of today&#8217;s youth. Drawing insights from The Anxious Generation, it&#8217;s evident that schools must adapt to better support the well-being and growth of their students.​ 1. Reconsidering the Role of Personal Devices in Schools While technology has its merits, the integration of personal devices in educational settings warrants careful consideration. This is a shift in thinking for me, because 15 years ago I was a major proponent of BYOD policies. However, devices, often laden with social media applications, can serve as significant distractions. The constant influx of notifications and the allure of online interactions can divert attention away from academic pursuits. Moreover, the pressure to maintain an online persona can contribute to feelings of anxiety and inadequacy among students.​ By establishing clear boundaries regarding device usage, schools can foster an environment where face-to-face interactions and focused learning take precedence. Encouraging students to engage with the present moment, free from digital interruptions, can enhance their overall educational experience.​ 2. Emphasizing Play and Inquiry-Based Learning Play is a fundamental aspect of childhood development. Beyond its recreational value, play fosters creativity, problem-solving skills, and emotional resilience. In the classroom, inquiry-based learning encourages students to explore, question, and discover.​ By integrating project-based learning (PBL) and inquiry-driven activities into the curriculum, educators can provide students with opportunities to tackle challenges without predetermined outcomes. This method not only stimulates intellectual curiosity but also builds confidence as students navigate the complexities of real-world problems.​ 3. Cultivating Meaningful Connections and Mentorship In an age dominated by digital interactions, the value of genuine human connections cannot be overstated. Students benefit immensely from relationships with mentors and peers who offer guidance, support, and encouragement. These connections provide a sense of belonging and security, which are crucial for emotional well-being.​ Schools should prioritize initiatives that promote mentorship, whether through formal programs or informal interactions. By creating spaces where students feel valued, understood, and challenged, educators can help mitigate feelings of isolation and anxiety.​ Final Thoughts The challenges faced by today&#8217;s students are multifaceted and complex. However, by reevaluating the role of personal devices, emphasizing the importance of play and inquiry, and fostering meaningful connections, schools can create an environment that truly prepares students for the world beyond it&#8217;s walls. Disclosure:Some of the links in this post are Amazon affiliate links. This means that if you click on a link and make a purchase, psumurphette.com may earn a small commission at no additional cost to you. We only recommend products and resources we genuinely believe can support educators and learners. Thank you for supporting our work!]]></description>
		
		
		
		<post-id xmlns="com-wordpress:feed-additions:1">990</post-id>	<dc:creator>psumurphette@gmail.com (Erin Murphy)</dc:creator></item>
		<item>
		<title>Mastering the Role of the “Content Infuser” in PBL</title>
		<link>https://psumurphette.com/2024/08/21/mastering-the-role-of-the-content-infuser-in-pbl/</link>
		
		
		<pubDate>Wed, 21 Aug 2024 20:37:00 +0000</pubDate>
				<category><![CDATA[PBL]]></category>
		<guid isPermaLink="false">https://psumurphette.com/?p=983</guid>

					<description><![CDATA[In a learner-centered classroom, the traditional view of the teacher as the all-knowing sage-on-the-stage shifts into something more dynamic. But even in the most inquiry-driven environments, teachers still serve a critical function: the &#8220;content infuser.&#8221; This might sound like a fancy buzzword, but it nails the reality that even in student-led spaces like project-based learning (PBL), teachers still need to introduce new information, ideas, and frameworks for students to chew on, ponder, question, and grow from. The teacher provides those crucial moments where new knowledge is introduced to help students explore, connect, and make sense of their world. But here&#8217;s where it gets interesting—the delivery of this new content doesn’t always follow a straightforward path. Depending on the scenario, direct instruction can come in different flavors: proactive, reactive, and what we’ll call the &#8220;learning detour.&#8221; Direct Instruction, PBL-StyleProject-based learning (PBL) thrives when students are in the driver’s seat. In our book, Project Based Learning: Real Questions, Real Answers, we explain that the teacher plays a subtle yet essential role by offering direct instruction in three key ways: If you’re interested in learning more, be sure to check out the full description in our book: Project Based Learning: Real Questions, Real Answers.]]></description>
		
		
		
		<post-id xmlns="com-wordpress:feed-additions:1">983</post-id>	<dc:creator>psumurphette@gmail.com (Erin Murphy)</dc:creator></item>
		<item>
		<title>Project Based Learning – Creating Balance</title>
		<link>https://psumurphette.com/2024/05/15/project-based-learning-creating-balance/</link>
		
		
		<pubDate>Wed, 15 May 2024 23:33:05 +0000</pubDate>
				<category><![CDATA[PBL]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[pbl]]></category>
		<category><![CDATA[project based learning]]></category>
		<guid isPermaLink="false">http://psumurphette.com/?p=761</guid>

					<description><![CDATA[I was heavily involved in the theater departments in my high school and college. While I loved acting, I was also extremely drawn to the light and sound booth. I was taken by our ability to use specific lighting or sound to create a mood for the set or impact how the audience saw the performers.&#160; The more involved I became with PBL, I found that creating the right balance for a project was a key to a successful project for my students (and for me). Just like adjusting the lights on a stage to set the perfect mood, teachers can manipulate various aspects of PBL to create an effective learning environment. Here’s how you can achieve that balance using key PBL levers: 1. Student Driven vs. Teacher Driven Finding the Balance: In a student-driven PBL environment, students take the lead, making decisions about their projects and learning paths. This fosters autonomy and intrinsic motivation. On the other hand, a teacher-driven approach provides more guidance and structure, which can be crucial for students who need clear directions or are new to PBL. Tips for Balance: 2. Public Audience vs. Private Audience Finding the Balance: Presenting projects to a public audience can increase students&#8217; sense of purpose and accountability. It also helps develop communication skills. Conversely, sharing projects within the classroom (private audience) can create a safer space for feedback and learning. Tips for Balance: 3. Long Term vs. Short Term Finding the Balance: Long-term projects allow for in-depth exploration and sustained engagement with a topic, but they can be overwhelming if not managed well. Short-term projects are easier to manage and can be used to teach specific skills or concepts quickly. Tips for Balance: 4. Product Agnostic vs. Set Product Finding the Balance: A product-agnostic approach gives students the freedom to choose how they demonstrate their learning, fostering creativity and innovation. A set product provides clear expectations and can simplify assessment. Tips for Balance: 5. Real World vs. Classroom Specific Finding the Balance: Connecting projects to real-world issues can make learning more relevant and engaging. However, some concepts might be best explored within the classroom context where students feel more secure. Tips for Balance: By thoughtfully adjusting these elements, you can design PBL experiences that cater to the needs of your students, fostering engagement, creativity, and deep learning.]]></description>
		
		
		
		<post-id xmlns="com-wordpress:feed-additions:1">761</post-id>	<dc:creator>psumurphette@gmail.com (Erin Murphy)</dc:creator></item>
		<item>
		<title>Practical Techniques for Fostering Collaboration in Project-Based Classrooms</title>
		<link>https://psumurphette.com/2024/05/06/practical-techniques-for-fostering-collaboration-in-project-based-classrooms/</link>
		
		
		<pubDate>Mon, 06 May 2024 22:59:05 +0000</pubDate>
				<category><![CDATA[PBL]]></category>
		<category><![CDATA[collaboration]]></category>
		<category><![CDATA[inquiry]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[pbl]]></category>
		<category><![CDATA[project based learning]]></category>
		<guid isPermaLink="false">https://psumurphette.com/?p=958</guid>

					<description><![CDATA[Teaching collaboration skills in project-based classrooms is essential for successful learning experiences. Explore informal techniques like active listening and fishbowl discussions, alongside formal methods such as structured peer reviews and observation feedback, to enhance student interactions and foster a supportive, collaborative environment.]]></description>
		
		
		
		<post-id xmlns="com-wordpress:feed-additions:1">958</post-id>	<dc:creator>psumurphette@gmail.com (Erin Murphy)</dc:creator></item>
		<item>
		<title>Influence</title>
		<link>https://psumurphette.com/2021/01/06/influence/</link>
		
		
		<pubDate>Wed, 06 Jan 2021 01:00:03 +0000</pubDate>
				<category><![CDATA[Coaching]]></category>
		<category><![CDATA[Educational Leadership]]></category>
		<category><![CDATA[Podcast]]></category>
		<guid isPermaLink="false">http://psumurphette.com/?p=880</guid>

					<description><![CDATA[Video transcript provided by https://www.temi.com/So I was a little bit hesitant to choose a one word for 2021. My word for 2020 was PAUSE and I feel like the universe took that a little bit too seriously. So, I was a little bit hesitant about choosing word; I wasn&#8217;t really feeling it. Then a colleague today pointed out that I really did use my word last year. She noted that I took it to heart and I really was conscious about pausing in situations to be less reactionary and more thoughtful in decision-making. So, I thought for a while about things that have been on my mind. I&#8217;ve been very curious about who influences me, who or what, is present in my daily life that influences or creates or feeds into the biases that I might have. And then how that ultimately impacts me making decisions. Obviously, in a leadership role, I have influence and I want to make sure that I am conscious of what is influencing me so that I can make the most positive influence on the people I serve. So much is out of our control right now that I want to be very deliberate in the change that I can make within my sphere of influence. So that&#8217;s it. That&#8217;s my word for 2021 influence.]]></description>
		
		
		
		<post-id xmlns="com-wordpress:feed-additions:1">880</post-id>	<dc:creator>psumurphette@gmail.com (Erin Murphy)</dc:creator></item>
	</channel>
</rss>