ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book describes teachers' forays into multimodal project-based learning, building strongly on the learning community's growing realization of the critical importance of collaborative learning. It discusses how globalization has deeply affected school populations in Toronto—and indeed in all highly urbanized areas. The book describes the participants in the project, and outlines the overall goals of the novel study in terms of learning outcomes, multimodal project aims, and technical skills development, and explains how the class engaged in learner-centred dramatic improvisation at all stages of the novel study. It also discusses the importance of risk-taking, creating a project space, and valuing process in learning, describing the panic teachers faced in learning to take risks and the kinds of unforeseen hurdles that can hobble even the best planned of projects. The book summarizes the evolution of professional development and planning shaped from collaborative action research.
