What You Will Learn
Create classrooms, instructional materials and out-of-school learning environments that promote deep learning and understanding.
Program OverviewWhat constitutes an effective and powerful learning experience in the 21st century? As we examine the shifting terrain of education, it is essential to be responsive to complex social developments and to create learning experiences that are engaging and exciting for all learners. How do we best prepare young people for a future that is hard to imagine? How do we teach for the kind of deep understanding that requires learners to solve complex problems? How do we ensure that the work we do is ethical, excellent and engaging? How do we encourage students to fall in love with learning?
The Project Zero Classroom features various frameworks and tools that enable you to look at teaching analytically, develop new approaches to planning and make informed decisions about instruction. As a participant, you will explore ways to deepen student engagement; encourage learners to think critically and creatively; and make learning and thinking visible. In a Project Zero classroom, teachers are also learners who model intellectual curiosity and rigor, interdisciplinary and collaborative inquiry, and sensitivity to the ethical and aesthetic dimensions of learning.
The program addresses fundamental educational questions, such as:
- How can we best inspire and nurture creative thinking and problem solving in our students and ourselves?
- What is understanding, and how does it develop?
- What are the roles of reflection and assessment in student and teacher learning?
- How can participants continue to share and pursue their understanding of Project Zero's ideas with others after the program?
Who Should Attend
- PreK–12 educators and administrators, preschool teachers, teacher educators and museum educators
- Participants are strongly encouraged to attend in teams so that they can reflect together during and after the program. Individual participants are also welcome
Learning in this program takes place mainly through collaborative inquiry, small group activities and structured peer interactions. Therefore, fluency in English is essential for participation. Click here for details about this requirement.
Steve Seidel is the Patricia Bauman and John Landrum Bryant Lecturer in Arts in Education and Director of the Arts in Education Master's Program at HGSE. He has worked in the areas of arts and education since 1971. With more than 15 years teaching in high schools, he joined Project Zero in 1986, working since then on projects in arts education, alternative assessment, project-based curriculum and school reform. He was lead principal investigator on The Qualities of Quality: Understanding Excellence in Arts Education. Seidel currently leads the Talking with Artists Who Teach study and is an International Research Fellow at the Tate Museums in London.
Howard Gardner is the John H. and Elisabeth A. Hobbs Professor of Cognition and Education at HGSE. A recipient of the MacArthur Prize Fellowship, the University of Louisville Grawemeyer Award in Education, and the Prince of Asturias Award for Social Sciences, he is a leading thinker of education and human development and has received honorary degrees from twenty-nine colleges and universities. He has studied and written extensively about intelligence, creativity, leadership, and professional ethics. Gardner’s recent books include Good Work, Changing Minds, The Development and Education of the Mind, Multiple Intelligences: New Horizons and Truth, Beauty, and Goodness Reframed, and The App Generation: How Today’s Youth Navigate Identity, Intimacy, and Imagination in a Digital World.
David Perkins is the Senior Co-Director of Project Zero and a research professor at HGSE. Perkins was Co-Director of Project Zero from 1972–2000 and is recently retired from the Senior Faculty. He is the author of Making Learning Whole: How Seven Principles of Teaching can Transform Education, along with King Arthur’s Round Table, The Eureka Effect, Smart Schools, Outsmarting IQ, Knowledge as Design, and several other books and articles. Perkins helped to develop instructional programs and approaches for teaching understanding and thinking, including initiatives in Sweden, Australia, South Africa, Israel, Venezuela and Colombia. He also helped to develop the online teacher and school leader development program at WIDE World. He is a former Guggenheim Fellow and fellow of the Stanford Center for Advanced Studies in the Behavioral Sciences. During the program, Project Zero Classroom, Perkins presents during the plenary sessions.
Project Zero is a registration program. Registrants are enrolled on a first-come, first-served basis. This program fills quickly, so we encourage you to register early. Once the program fills, we encourage you to place your name on the waiting list and you will be contacted as soon as we can accommodate you in the program.
The comprehensive tuition includes all instructional materials and refreshments. Participants receive a certificate of participation and a letter confirming clock hours of instruction.
Payment or a purchase order is due 30 days after registration. If acceptance into the program falls less than 30 days prior to program start date, payment is due upon acceptance. Participants are responsible for their own travel expenses.
Hotel accommodations are made available to participants at a reduced rate. Rooms are available on a first-come, first-served basis. Detailed hotel information will be made available closer to the program date.
Fluent knowledge of spoken and written English is essential for successful participation in Project Zero.
The Harvard Graduate School of Education requires all students whose native language is not English, or whose bachelor’s degree is not from a college or university where English is the language of instruction, to have scores of at least 100 TOEFL IBT (250 TOEFL CBT). Since the Project Zero experience requires an English proficiency level equivalent to the graduate level, we expect all participants to meet this standard.
Participants deemed to have insufficient English fluency to successfully participate in the program may not be awarded a certificate of completion or clock hour letter. We also reserve the right to limit your participation to language appropriate activities. Refunds will not be available in these cases.
Cancellations must be submitted via fax or email. Full refunds will be given up to 30 days prior to the start of the program. Due to program demand and pre-program preparations, cancellations received 29–14 days prior to the start of the program are subject to a fee of 10% of the program tuition. Cancellations received within 13 days prior to the start of the program and no-shows are subject to the full program tuition. Please note: cancellation fees are based upon the date the written request is received.
The Harvard Graduate School of Education reserves the right to change faculty or cancel programs at its discretion. In the unlikely event of program changes, the school is not responsible for non-refundable travel arrangements or other planning expenses incurred.
The Harvard Graduate School of Education affirms the right of all individuals to equal treatment in education without regard to age, race, religion, sex, sexual orientation, gender identity, marital status, handicap, national origin, or any other factors that are extraneous to effective performance. The Harvard Graduate School of Education will accommodate anyone with disabilities.