One of the unexpected pleasures of emerging from testing season with two months of time left is the fact that I’ve been encouraged to keep kids motivated through project-based learning.
What a breath of intoxicatingly fresh air. We know that creativity has less and less of a place in our elementary schools. The kids wear this knowledge on their sad little faces as they flop test prep packets onto the desk and fall asleep over highlighted pages of nothingness.
Our current literacy unit involves research. There are four groups in my class and each is responsible for a New York City landmark of their choice. I have three goals for the unit: 1) have students direct their own learning about the landmarks; 2) give them transferable skills; 3) keep them engaged and having fun.
So, while kids are doing research, they are also creating a mural. First, everyone in the class sketched their landmark, paying close attention to details. On a tri-fold board, I sketched general parameters for each image. Then, they each drew their picture on the board, creating a bit of a mosaic of New York City. Students used rulers and measurements to maintain neatness. They are also picking up some art skills as they mix the paints to create desired colors, learn effective ways to use a brush and paint small areas, and visualize how items must overlap in order to look the right way. Maybe most importantly, the mural involves a good amount of group work and cooperation that, for the moment, is more effective in art than in research.
Once the mural is finished, I will use it to extend our math unit, which is focused on multiplication and division. As an example, students will be asked to compute the number of windows in the Empire State Building on our mural (the windows are arrays, which is a current focus). They’ll be able to measure different elements on the mural and compute areas and perimeters. I’ll figure out a way to have them review fractions through the mural, too.
Until the mural is complete and ready for us to use it for math, we are working on multiplication and division in context, tying them to, what else, New York City? Word problems don’t say “Sally shared 21 cookies with 7 friends. How many did each friend get?” but they do say, “21 tourists got into 7 taxis. How many tourists got into each taxi?” They are motivated by the New York-centric theme and, if I do say so myself, I am seeing a nice output on their parts.
Given the license to go with projects, you better believe I’m going to drive with it. Students are getting their kicks and their concepts, and it’s phenomenal.