So my English class is not exactly traditional. The “rules” about what to teach and how just don’t seem to prepare students for their future. That’s why instead of writing a final paper at the end of junior year, my students participated in a project-based learning experience. It was the best end to a school year that I have ever been a part of.
Here’s a quote about the project that I’ll never forget, “We’re actually, like, doing stuff in this class. That’s so weird for the end of the year. Usually we don’t do a whole lot.” And let me tell you, that is pretty enthusiastic approval from a junior! So project-based learning will make a return to junior English this year, that’s for sure.
Schools tend to breed question answerers. We want students to be able to recall information and use it to display their knowledge. This is no longer enough in our world where information is so readily available to those who wish to find it. It is the thinking that matters.
The next step is to help students to become problem solvers. Apply available knowledge to solve a problem. But even that is lacking something. We need to train students to look for problems and find them if we want to help students become independent thinkers and have the chance to innovative.
Enter project-based learning.
First of all every project needs to have a driving question, one that asks students to truly solve a problem. Here was ours:
How can we, as a PR firm, positively influence the perception of Red River High School?
Students have to evaluate and discover where the problems with perception lie in our own student body as well as in the public. Are these perceptions related to RRHS or to students/teenagers in general? Should effort be focused to influence our own student body or the community?
The students ranked their preferred roles and were assigned one of the following:
- Presentation coordinator – Leader of presentations, creating slideshow, notes/script, gathering information from other team members and generating one document, coordinate a schedule
- Video coordinator/Field coordinator – Script writing, film director, set up, planning and execution of strategy
- Communications coordinator – Publish work , promote positive public image, contacting resources and individuals in the community, gathering resources
The groups then proposed and carried out their project ideas. We had greeters at our doors in the morning (and one day even the band was playing), we had random acts of car washes (students would find their previously dirty car now sparkling in the parking lot), and we had Cuts for Mutts (mowing a lawn after receiving pledges for donations to the humane society). We had a music club with students with special needs and musical performers, an ELL pen pals group, interactions with elementary school classrooms, a book drive, a revamped system to nominate classmates for positive actions, and many more.
But the part that really added incentive to the project was that each group would present their accomplishments as well as the impact that it had to a panel of judges. Our principal, associate principal, a technology partner, our activities director, and our school district’s communications director each generously gave up their time to choose a winner from each class.
Because of this final presentation, students had to learn how to give an effective presentation that did not involve mindlessly reading bullets in a slideshow. They had to truly engage with their audience. And that’s just the presentation part. While carrying out the project, students had to engage with members of the community or school administration in order to carry out their plan and change perceptions. If you want to take a look at one period’s collection presentations, here is the link. What you’ll find is that students actually had to present, a skill that is sometime lost when creating presentations.
What many groups began to discover was that they wanted to build community in our school, then the public would see more positive students. Instead of just being given a problem, these students had to determine what they actually wanted to address then formulate a plan to make a difference. Some might say that isn’t really “English,” but I’d argue that these skills are the skills these students need in their future. And that’s better.