Why Advanced Reasoning In Education?

Altering your pedagogy can be overwhelming, and at times, it can be difficult to see the benefit of changing your practice at all. Advanced Reasoning In Education, or ARIE, has forged the practices of deeper learning processes and systems globally, with varying cultures. After 10 years of impacting 21st century education and influencing educators and leaders from all over the world, former founding principal of Manor New Technology High School, Steven Zipkes, has expanded his school redesign vision of creativity, deeper learning practices, and systemic change that transformed an idea into a Nationally Recognized, 100%Project Based Learning STEM School, and formed Advanced Reasoning In Education.


Below we've linked some evidence studies about how ARIE and Think Global PBL have closed achievement gaps with MANOR ISD at Manor New Technology High School

2006-2011  2012-2013  2013-2014  2014-2015 2015-2016


 The premiere PBL training and the premiere LMS in the world together. 



Think Global PBL is partnering with Instructure to provide each academy attendee a Premiere Canvas Learning Management System account to be used to create your projects and bring them back to your school where your students can become part of your canvas classroom from anywhere!

Flip your class room with ease using Canvas social and mobile apps. Use any device from phones and netbooks to your desktop PC. 


At Advanced Reasoning In Education, we engage with you to empower Education Practitioners and students to redesign educational systems for deeper learning through innovation, creativity, collaboration, communication, and agency. Through Advanced Reasoning Global Project Based Learning Academies, our trainers, through our actual, relevant, 100% PBL classroom experience, share our deeper learning 21st century design through interactive, authentic project development to provide you with the knowledge and materials to create a learning environment that rekindles your passion for teaching and your student’s interest in learning. Our innovative methods have been tested and proven in the classroom. We hold true to those things that work, but if there is room for improvement, we seek to find it and refine it.

Want to know what happens during our three day training?  Click on our brochure to see a break down of everything you'll get and have ready to go by the end of your training.


Recent Testimonials 

Laura Kenny

It was great to spend time engaging in learning conversations about our project and how we can continue improving our practice

Gabi Joice

Thank you again for all your feedback and guidance. I honestly feel I have learnt even more tips and tricks to implement PBL into my classroom effectively.

Duncan Dewar

I find the workshops very useful. Please encourage those above to ensure that the structures are in place for High School implementation of PBL styles of learning. Thank you.

Tanya Janssen

Thank you so much for all your feedback. It has given us a lot of direction and motivation to continue this amazing work next Term.

Barbara Young

Fantastic. The team is very positive and happy to share their expertise. The continued support helps to ensure sustainability. Thanks

Karen Orsini

It's been really fabulous to have feedback so close to our initial project so that we can continue our learning moving forward into the next project.

Rochelle Borg

Thank you so much for the feedback we received during our one on one time with Steve and Janice. It really has helped set the tone for the next project and how we can continue our learning and professional development in implementing this contemporary framework.

Deborah Egan

It was great to be able to get constructive feedback now that we have actually completed a project. The 'where to next' was extremely helpful.

Stefanie Steele

Having planning time is also really helpful, especially having our Texan friends who are a wealth of knowledge and have such great ideas. We LOVE the cooking idea... Thanks Stephanie Hart and Janice.

Daniella Biasi

Loved it! It was great to have an outside perspective and you come into our learning space and then give us feedback about our project. It helped to redirect us back on track and give us a refresher about planning for projects. This afternoon session was particularly good to plan ahead and implement some of the feedback we received from the visit.

Bernadette Walsh

School visits where allowed for feedback to be specific and focus on the local context and learning to provide good direction for where to next.

Peter Visser

The time spent with the team has been invaluable - so many thanks for your time, your positivity, your advice and feedback, which has meant so much to us and given us further impetus to carry on with future projects - like the movie FENCES - we may fail and fall, fail and fall - often - but WE WILL FALL FORWARD. Thank you again for all you have put into this pedagogical instruction.

Sarah Brady

The experience was very valuable. Our school received very important feedback on what we have done so far and how it is working. I was able to reflect on the way I am currently using PBL in my classroom and come up with new ideas that I will implement as soon as possible and definitely in my next project. The team have been very helpful and made this learning experience beneficial. They are all very open and approachable and their advice and feedback has been very useful. It has been great seeing the different projects and ideas that are happening in other schools.

Venice Boules

Loved this experience as it provided us with the opportunity to receive feedback on what we are doing with explicit next steps for our individual journey. It was a great opportunity to have the chance to chat and learn from the leaders as they came all came from a different perspective and different journeys.

What is one strategy that you learned this week that you will use in your classroom?

How do you plan to implement this strategy?

Jade Douglas

Using panelists, parents as an authentic audience, project and content knows and NTKs, NTKs as success criteria, matrices for understanding content, color quiz. Into upcoming PBLs.

Harry Sahtarlis

Set up hyperlinks from the class calendar to all the flipped videos/ other content. Either set it up as a Google Doc, on Google Classroom

Renee Blyth

So much! Heat maps, parent involvement, feedback strategies, workshop strategies, Knows and Need to Know management. Planning, collaborating and dive in!

Bridget Mazzella

Heat Maps I envision this strategy to be implemented when providing students with feedback on their summative tasks. Perhaps after the PBL has been completed, we could end with a grade exam.

Stephanie Viviani

The examples of rubrics. I loved the idea of having a column for each team with color coding to let students know which outcomes and skills they have achieved or need to work on. It's great that this is a document that we can refer back to throughout the term of the project rather than just when projects are presented. We will implement this using Google Docs and sharing the document with all three teachers. Love the idea of having team meetings too.

Amy Farmer

Understanding how to explain or scaffold the Knows and Need to Knows better.

I plan to continually refer back to the Knows and Need to Knows during the unit to ensure students are ticking the need to knows off as they progress throughout the unit.

Kirsty Reynolds

Using Know/NTKs with different KLA for example during math investigations asking the students what do we know and what do we need to know as a way of breaking down the question/problem Discussing with my students about how we can use this strategy with all questions/problems. Give an example of how we could do this and linking students to PBL and how we can use these strategies with all areas and it is not just for PBL

Anthony Mattews

Using rubric spreadsheets to track and monitor learning. I plan to start with one standard first so that I can learn to use this?

Trudie Bohan

Improved group contracts and student accountability. Further scaffolding and modelling.

Laura Kenny

Formative assessments. Two color assessments and google doc quizzes.

Renee Blyth

Formative Assessment and Heat Maps. Collaborate.

Lisa Cutajar

Continuously referring back to your Knows and Need to Knows. Modeling the process by creating a class list of Knows and Need to Knows.

Gabi Joice

To prompt the students' 'Need to Knows' in order to structure effective workshops.

Pre-plan success criteria and workshops that fit the proposed outcomes and question the students to prompt their need to knows in the required direction.

Tanya Janssen

To try to authentically integrate with other KLA's. Not just Literacy/History/Geography. My next PBL project will integrate Science and Technology/History/Geography/Literacy/Mathematics. This will allow us to finish two Products in a Term (both 5 weeks each) Through planning with the team, we will ensure that cross curricular programming is happening.

Barbara Young

Engaging parents in this process. Invite parents to an afternoon where the students explain what is involved in a project and then present their projects to parents.

Karen Orsini

The google doc rubric with colored tabulations for where the ss are at that point

Adding the current tick a box scaffold that we have into an editable google doc.

Paris Mayer

The importance of integration subjects into our projects.

Whilst integration of subjects happened naturally in our project we aim to plan for this before we begin our next unit. Therefore, as we plan our calendar we will find meaningful opportunities for this to happen.

Anne Buttigieg

Utilizing the knows/need to knows more throughout the project

Asking the students to refer back to them throughout the project and making specific times (such as after each part of the rubric is completed) to check in and see where they are at in the project.

Kirsty Reynolds

Changing the rubric from 5 columns to 3 Getting there/Got it/ Challenging and using the outcomes as part of the rubrics. Changing the children highlighting the rubrics to checklists and then adding to the Google Docs. Developing our own rubrics and have planned using the outcomes and success criteria.

Rochelle Borg

Exit tickets and using google sheets to manage assessment items

As we are close to the end of our first project we will use this to ensure all assessment pieces along the way have been delivered.

Deborah Egan

Forming groups and mixing up groups for new projects

In our next project, I will keep 2 students the same and move one on.

Stephanie Steele

Assessment: Numbering the Rubric outcomes

Adding it to the next PBL projects rubric and setting up a tracking sheet. Like Janice.

Daniella Bias

Reflecting and moving K + NTKs over on a class chart, timetabling and integrating the project across key learning areas (literacy and numeracy)

Modelling this process with students and using a K + NTKs boards to construct a class chart, rather than individual lists, referring to the rubric to add to the NTKs.

Bridget Mazzella

Heat mapping, rubrics and student calendars.

Within my next y10 PBL unit. I plan to distribute rubrics at certain times, for e.g. the marking rubric at the beginning and the oral rubric one week before presentation.

Bernadette Walsh

Group Contracts

Students write a resume listing all their skills and strengths, students form groups using the resumes, groups are formed by connecting four students who bring different skills and strengths

Peter Visser

Relay model - pass the baton, schedule the PBL unit and the transition/cycle through literacy work during Lit block, then as we gather more data to move to Science then through analysis of the data to numeracy work and once synthesized back to literacy. Chunking of tasks, rubrics, etc.

Working with colleagues on our next PROJECT

Sarah Brady

I learn to make better use of the Need to Knows to drive workshops and other learning activities. I also learnt how to create and implement group contracts effectively to encourage positive collaboration.

I will work with my students to model creating group contracts and identifying what key things are important when it comes to group work. I will ensure that the expectations are clear for every group member and every role.

Venice Boules

Group Contracts

Collaboration with the students in creating a contract, allowing them ownership for the contract. Discuss and model jobs and roles that will be part of the contract. Discuss purpose and what consequences will happen if the contract is broken.

Tony Calabria

Collaborative skills development and discussion within a team. Sharing of 100 points

Implementing with teams after first 2 weeks of Project

Rebecca Boidin

Checkpoints to use as feedback and feed forward

To plan into the project more regular checkpoints in relation to content and how to use this knowledge to help the students create their end product

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