Towards a new grammar of schooling: the effects of system-wide implementation of the project-based pedagogy ‘Real-World Learning’ (RWL) on teaching and learning at a Canadian public school board

This paper answers Mehta and Datnow’s (2020) call for research on schools that have disrupted the traditional educational practices known as the grammar of schooling. It reports on a case study of Real-World Learning (RWL), a project-based (PBL) pedagogy at Sunrise District School Board in Ontario, Canada, asking: ‘To what degree does the project-based pedagogy Real-World Learning disrupt the grammar of schooling and lead to more meaningful teaching and learning experiences for students and teachers when implemented across a medium-sized public school board?’ Findings suggest that RWL disrupts traditional teaching, grade levels and curricula; facilitates authentic assessment; offers effective, alternative ways to learn; and bridges school and community. Noting teachers’ and students’ enthusiasm, the article suggests that RWL could offer a means for schools to move on from traditional practices ill-suited to the present.