This year I learned the importance of making learning “real” for students. The more I ask myself “Is this worthy of my student’s time?” the more my practice changes. I learned that authentic project work can reach students of all different abilities and motivates students to take their learning beyond their school environment. I have seen my students grow into more confident and capable designers of their own learning.
Using the framework for discipline-based inquiry, we researched and studied how to rebuild the zoo after the flood. Students began by taking on the role of a geologist, investigating the reasons to rebuild the zoo. Then they became biologists studying animals and their habitats. Finally, they designed their enclosures as architects.
In the words of one of the students “If you think you can be one, you can be one. I didn’t know much about meerkats before we started. Then I built a better zoo enclosure because I knew how the meerkat would feel in his new habitat. I learned things I never thought I would. I learned to think like an architect, used Science to test and experiment and used math in a ton of different ways. It makes you feel like you are doing it in real life. Learning is like a game. You get better and better. You go from a newbie to a pro. I actually want to go to school and that feels good.” The feeling is absolutely, unequivocally mutual.
Kara is a grade 3 teacher at Monterey Park who loves her job. She is inspired everyday by passionate students like Nicky P. who lent his voice to this article.
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