Content knowledge and 21st-century skills? Can educators teach both? The answer is yes, they can do it all, and they must. Not long ago my husband and I got into a conversation about the importance of 21st-century skills. What is more valuable, skills or content knowledge? I argued (and have argued here before), that you can't have one without the other, and it is one of our greatest responsibilities as educators to provide opportunities for development in both.
To be a wildlife ecologist, my career before teaching, I needed to understand concepts such as carrying capacity, predator/prey relationships, symbiotic relationships, migration behaviors, etc. - the content. An ecologist might also need to know how to utilize mapping software, write a technical report, read and produce charts and graphs, and present their findings to their scientific peers - hard skills.
Once learners have memorized the buzzwords, have a basic understanding of the content, and have developed some relevant hard skills to get them started, are they in the clear? Will they succeed in their careers, live a happy life, be competitive, be creative, healthy, responsible, productive citizens?
To make it as a wildlife ecologist, I also needed to be able to problem-solve. I needed to be able to communicate and collaborate with stakeholders, even those that I didn't always agree with. I needed to know not just how to solve a problem, but how to identify one. I had to accept failure and grow from it. I needed to be able to ask important and relevant questions. It is a rare occurrence to be handed information, discrete facts, outside of a classroom environment. I have had to troubleshoot, find answers, and reach conclusions on my own as a wildlife ecologist, educator, blogger, curriculum writer, mother, daughter, friend, citizen and everything else I am or have become.
These are important skills that are often forgotten about or glossed over in modern day classrooms. Some educators lack the confidence to teach content AND skills, don't find value in including skills in their curriculum, or don't believe there is enough time to do both. I find this to be particularly accurate in secondary classrooms. The pressure on teachers is high. Lack of time is a misconception, though. It's easier to work around time constraints when you choose learning activities that promote both skill and content development. Project-based learning is one example. Students learn content while also engaging with the community, networking, problem-solving, presenting, and locating credible resources, all essential skills that wouldn't be gained from lecture, worksheets, or textbook readings.
I see many educators trying project-based learning as well as STEM, STEAM, experiential learning, design activities, inquiry, nature-based learning, and play-based learning, among many others. The students of these educators will thank them later. These are all strategies that help learners develop content knowledge AND build the skills they need to be happy, confident, passionate lifelong learners. Head to Experiential Learning Depot on TpT for resources that offer the best of both worlds.
Whether you are a primary teacher, middle or high school teacher, an alternative educator, a home educator, a traditional or progressive educator, you need to ask yourself, "What am I doing to engage my students in 21st-century skill-building?" Do some serious, honest reflection. If you are delivering content, and content alone, reassess and make some changes. Learners deserve better. It's never too late to start!
As I said earlier, I believe another reason for glossing over skill development in classrooms is lack of confidence on the part of the educator. I for one have always been intimidated by STEM. That insecurity held me back for a long time. Eventually I just decided to go for it. I slowly started adding a few STEM activities here and there until both my students and I had more confidence. STEM activities help students practice team-work, critical thinking, creativity, tech literacy and more. So, over the course of the next month I will post about specific skills along with tips, tricks, learning activities and other resources to engage students in those skills. Stay-tuned for that.
How do you incorporate 21st-century skill building into your curriculum or routine?
If you are looking for a resource that specifically focuses on skills, check out my 21st-Century Skills Portfolio. Otherwise, keep your eyes out for posts on engaging learners in 21st-century skill building throughout September and October.
Thanks for stopping by!
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I almost failed out of my freshman year of college. I struggled to stay afloat academically, with grades that nearly put me on academic probation. I did well in high school, so why were the same efforts inadequate in college? I studied for my college exams, wrote the papers, prepared for debates. I did everything I thought I was supposed to do. Something was amiss, and I wasn't sure what that thing was.
One day I got a test back from my conservation bio teacher, one that I was certain I aced. This class WAS my major after all. I failed the test miserably. But why? I studied all night for this test. I went to talk with my professor about my score. She told me that I would never make it in the field of biology if I didn't change my approach. My answers to the questions on her test were not what she was looking for. She wanted me to be able to show her that I understood the material by applying the concepts to real-world situations. I needed the skills to be able to look deeper than theory alone, and apply theory to real conservation issues. It wasn't enough to memorize facts and regurgitate them on a test. I needed to know the content, as well as be able to problem solve in an unpredictable environment, to think critically and creatively, to be able to locate information when the answer wasn't right in front of me, and be able to adjust my thinking when thrown a bogie, because that is the reality of this career and life in general.
I developed some of the skills I needed as I went through college and was thus able to pull myself out of my college rut. I did this through trial and error, a lot of hard work, mentorships with professors, asking a lot of questions, reading books about my field outside of the required readings, and taking on independent studies and research experiences that were not required for my degree. I had to seek out these learning opportunities, they weren't handed to me, which is an important skill in itself. I resented my college professor for a long time for suggesting that I might not make it in the field of conservation. Now I thank her. She changed my path and my life in the best possible way.
My story is almost 20 years old, and it still applies. Today more than ever, in fact, in a rapidly evolving world where information is readily accessible, skills are as essential as content, arguably more. Twenty first century learners need a combination of content knowledge and skills. People often ask if my students, experiential learners, go off to succeed in college and their careers. The answer is a resounding yes, because our curriculum is heavily skills focused. They problem-solve their way through tough college assignments and exams. They are resourceful and observant. They know how to identify problems, brainstorm solutions, and find information. They know HOW to learn. They have developed the skills to persevere through the realities of college, their careers, and their lives in general.
The skills I am referring to are often called soft skills, the 4 C's, 21st-century skills, or at my school, transformational outcomes. These transformational outcomes are at the forefront of our mission, teaching philosophy, and even every activity. The good news is that there are a lot of learning activities that organically foster skill development. You can also make those "skills" part of your daily lexicon. Give these skills whatever term you desire, 21st-century skills, for example, and bring attention to them often, before every activity, in the goal-making process, throughout learning experiences, and at the reflection and assessment phase. Create learning activities AROUND the skills, and the content knowledge will naturally follow.
For more details on the benefits and value of 21st-century skill building, check out some past posts by clicking the "21st-Century Skills" category to your right.
How to Add 21st-Century Skills to Your Curriculum
Bring skill-building to light right from the start. Educators can and should make goals part of the process for any learning activity. My project-based learning resources, particularly my Tool Kit and PBL bundle, include goal writing in the project-development phase. Encourage students to create at least one goal per activity that is skills-based.
Ex: I will work on communication and collaboration skills by contacting at least one community expert for this project to shadow or interview.
2) Learning Experiences:
Growing in 21st-century skills is far less likely to occur as a result of lecture, worksheets, packets, and other teacher-centered learning activities. I talked with a parent the other day that defended worksheets with repetitive math problems. He said, “well it’s practice right?” My answer was that that depends on what it is he would like his son practicing? What he would be practicing is rote memorization, a strategy that might result in the "correct" answers, but not necessarily an understanding of the concepts. Rote memorization is unnecessary and ineffective if deep learning is dominant objective.
There is a plethora of teaching methods and learning activities out there that emphasize content AND promote 21st-century skill building, an ideal combination of outcomes. You don't need to choose content or skill building. Take them both on by trying some of these tactics.
My TpT store is loaded with resources that promote 21st-century skill building through student-directed, experiential learning. These resources are designed to make sense in any learning environment - the classroom, at home, in your backyard, or traveling around the globe.
Work 21st-century skills into any assessment. Rubrics are great assessment tools that can include relevant skills as an assessment category such as public speaking, use of new tech, creativity, etc. My generic project-based learning rubric includes skills categories as well as content. My student-generated project-based rubric leaves room for self-directed learners to add their own assessment criteria. Students would consider their goals made in the design phase of the project as a category in their self-generated rubric.
Reflecting is an essential part of the experiential learning process. If students are making goals about 21st-century skills, those goals aren’t relevant unless they’re revisited and reflected upon. Include reflection opportunities in as many learning experiences as you can, experiential or not. All of my resources have a reflection piece.
There are many ways to build 21st-century skills. Life in itself is the best learning tool, which is clear from my personal story above. Because I wasn’t given the opportunities in high school to build these important transformational skills, I had to figure out how to so on my own. Give learners an advantage, a head start, by making 21st-century skill building the norm in your curriculum. Help students build the skills they need to succeed in their academic, career, and personal lives as they relate to the 21st-century. This is not the same world that it was 100, 50, or even 20 years ago. Give them the tools to adapt as the world continues to evolve.
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"Authentic" is a buzzword in the project-based learning world. Authenticity is the foundation of PBL and plays a role in every step of the process from project design to final evaluation. That is one feature that separates project-based learning from other teaching methods. The learning experiences, final product, resources, presentation, assessment, reflection, etc. should all be authentic - they should be relevant, real, have meaning and purpose in the lives of learners.
For example, an authentic learning experience would be one in which a student interviews an oncologist vs. reads about cancer on Wikipedia. An authentic final product might be a mini-documentary that follows the experience of a cancer survivor vs. a poster board with tidbits of information about cancer. An authentic presentation would be hosting a community screening of the mini-documentary vs. a presentation to the class.
This post is specifically about that authentic presentations.
Backtrack a few weeks to posts from my project-based learning series for more details on PBL.
What is an authentic presentation?
An authentic presentation is the demonstration of new skills and knowledge to a relevant audience in the community. The idea is that the information or the final product reaches an audience that could use the final product or benefit from the material in some way, where the learner can experience and visualize their new understanding of a concept or skill at play in real life. A presentation that is not authentic would be one given to the class followed by the final product getting tossed in the trash, never to be thought of again. An authentic presentation would leave a mark on the community, and depending on the nature of the presentation, possibly make a profound long-term impact (check out my community action projects, a type of project-based learning that leaves a lasting impact on the local or global community).
Why bother with authentic presentations?
One reason to incorporate authentic presentations is quality. When students know their final product will be seen by more than the teacher they up their game a bit. Other benefits include encouraging community collaboration, building communication and networking skills, promoting citizenship, enhancing students' worldview, understanding their local and gobal communities, and more. The result is deeper learning, learning that goes beyond content knowledge. This is true because learners construct meaning through real-life experiences. They see relevance and purpose as it relates to their lives.
Authentic Presentation Ideas
Reaching a relevant audience and making an impact on the community doesn't mean your students have to do public speeches everyday. Speaking to a community audience, such as performing an original skit on bullying to a local elementary assembly, is one way to deliver new skills and knowledge in an authentic way. There are other ways for those educators and learners that are confined to the classroom. Other options include publishing work on digital media such as a blog, submitting work to an online publication or contest, displaying student work in the community, and even bringing the audience to you.
One way of bringing an authentic audience to your students is to host exhibition or presentation events at the school or at your home (if you are a home educator). This gives students the chance to showcase their work to the community. Invite relevant community members, family members, friends, and experts utilized in student projects. The cover photo is of one such exhibition night that my school hosts quarterly.
Check out the graphic organizer below for more authentic presentation ideas. My students use this organizer when designing their projects. Feel free to do the same with your students. A free printable version can be found at Experiential Learning Depot.
Example of an Authentic Presentation in Project-Based Learning:
You assign a PBL project to your life science class. They are to do a project on symbiotic relationships. Each student designs their own project around this topic. Each student chooses how they will find the information, which experts to connect with, how they would like to demonstrate learning, how they would like to present it and who will be their audience (other than the teacher and class). This is what the PBL process looks like in my seminars. I give the topic and the learners direct the learning experience (with my guidance). I will be doing a post in the near future on the steps involved in student-directed project-based learning. Stay-tuned for that. In the meantime, I highly recommend reading Passion for Learning by Ronald Newell.
One student decides to create an infographic on the different types of symbiotic relationships (authentic final product). She collaborates with an ecology professor from a nearby university and a graphic designer in the area (authentic learning experiences). They work together to create a professional quality infographic with solid, accurate information. The student then needs to determine how she will share her learning experience with a relevant audience that will benefit from the information and/or the final product itself (authentic presentation).
Examples of Authentic Presentation Options for this Project Using the Graphic Organizer Above:
1) Distribute Final Product to a Relevant Audience in the Community:
2) Display Final Product to a Relevant Audience in the Community:
3) Present Final Product to a Relevant Audience in the Community:
4) Publish the Final Product:
5) Share your Final Product Digitally:
Good luck! If you're overwhelmed by the possibilities, utilize some of the organizational templates provided in my store, including the one above. Many of them are free. Implementing authentic experiences in your curriculum does not have to be chaotic. Even student-directed learning can have structure and SHOULD be teacher facilitated. I am a firm advocate for authentic learning and love to talk about it. If you have questions or are seeking out advice or tips, please reach out. I would be ecstatic to help out!
My TpT store, Experiential Learning Depot, is filled with PBL learning resources. Check them out if you think project-based learning is something you might love to try with your students.
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Project-Based Learning End Products to Demonstrate Learning
I have seen students produce some pretty outstanding projects in my 11 years as a project-based educator, but those projects typically came from experienced project-based learners. There is a learning curve with PBL, and it requires breaking some pretty strong habits that have formed from prior training in more traditional learning environments.
The biggest challenge for me has been getting students to think more creatively and authentically about how they will demonstrate learning and share new skills and knowledge with a relevant audience. Based on habit and ease, students naturally gravitate toward poster boards and slideshow presentations - even veteran project-based learners.
Students also default to poster boards and slideshows because they know they'll have to present their project at some point. These tools are practical ways to present information, but may rob students of deep, meaningful learning. Limiting end products to poster boards and presentation slideshows also takes choice away from students, which is essential in project-based learning. There are many avenues for student choice in project-based learning, and one of those is choice in end product. There are plenty of options to choose from. It's just a matter of getting students in the habit of thinking outside of the box. Scroll down for a list of 100 alternatives to poster boards!
Check out these previous posts for details on the general framework of PBL if you haven't seen them already: What is Project-Based Learning Anyway? and Key Components of Project-Based Learning. My next post will be on authentic presentations, which goes hand-in-hand with innovative final products. I will get into community experts and PBL assessments as we move into July. Stay-tuned!
Note: Summer is a great time to start looking into project-based learning if you're interested in starting it with students in the fall. I will continue to post throughout the summer on PBL, so check back frequently. You can also head to my TpT store where most of my resources are project-based.
Poster Board Alternatives
1) Create a magazine
2) Write trivia (Kahoot is a great online trivia game program)
3) Make an interactive exhibit
4) Make a board game
5) Engineer a moving model (ex: demonstrating synaptic transmission)
6) Write a song on a project topic
7) Write a poetry book
8) Create a photo journal
9) Make a scrapbook
10) Write and illustrate a comic
11) Paint a mural
12) Create a gallery (ex: photography, paintings, drawings, sculptures)
13) Hand-make a craft/artifact
14) Design a lesson plan
15) Make a video tutorial
16) Start a Vlog
17) Write a blog
18) Make a website
19) Produce a podcast
20) Write a screen play
21) Create a storyboard
22) Choreograph an interpretive dance
23) Organize a debate
24) Work with local legislators to write a bill
25) Make a calendar
26) Organize a mock trial
27) Make a 3D model
28) Make a documentary
29) Write a newsletter
30) Write a news article
31) Write a lab report
32) Artistically perform (dance, song, etc.)
33) Craft Showcase (Ex: handmade bags, scarves, DIY projects, wood working)
34) Make a video promotion
35) Put together a career portfolio (resume, work experience, reference letters, evidence pages)
36) Create a piece of artwork that illustrates the project topic
37) Slideshow (works well for volunteer experiences, field trips, school travel, etc.)
38) Make a quiz
39) Write a book (biography, short story, novel, etc.)
40) Create an awareness campaign poster for an issue important to you
41) Create a Facebook page (works well for characters in books, business page, or group)
42) Create a spreadsheet portfolio (appropriate for event planning for example)
43) Make charts and graphs (to illustrate survey results for example)
44) Design a t-shirt (school shirt, shirt that raises awareness on an issue, etc.)
45) Make a "Bloom Ball" (check out this fun example and bloom ball template)
46) Create a map
47) Make a puzzle
48) Design an escape room (Lock Paper Scissors Co. has a "how to" guide at the bottom of this webpage. This website offers kits for purchase, but you don't need to, and wouldn't want to in purchase one in this ase, because CREATING one is the final product for the student project.)
49) Design a travel brochure
50) Make a business card (Ex: for a character in a book, for a business, for volunteering, etc.)
51) Make a flier
52) Write a journal or diary (on a personal experience such as a health plan)
53) Write an instruction manual
54) Create a theme poster
55) Make a blueprint (floor plan for the setting in a book, one's dream school, interior design) - Google Sketchup is a great, free program for this.
56) Write a petition
57) Write a persuasive speech
58) Write a business plan
59) Record an interview and publish it using the free Storycorps app
60) Create an online portfolio (for showcasing creative and/or professional work, or student could create a portfolio page for a person they are studying - Crevado is a free efolio maker)
61) Create a billboard style advertisement
62) Write and illustrate a children's book
63) Make a concept map
64) Write and perform a monologue
65) Make a simulation (digital, written or performance)
66) Make an animation
67) Create a timeline
68) Make a diorama
69) Make a diagram
70) Write an informative speech
71) Make a fortune teller (I had a student that created over 100 fortune tellers with information on teen pregnancy. A fortune teller is a kids game made out of paper. She decided rather than put numbers inside, which is normally what you do, each triangle would have statistics on teen pregnancy. She randomly placed them all over the city, in bathrooms, on the city bus, etc. It was a great way to raise awareness). Click here to learn how to make a fortune teller.
72) Make a graphic organizer
73) Make a postcard
74) Compile a book of interviews
75) Organize and host a game show
76) Produce a news segment
77) Put together a time capsule
78) Make a collage
79) Put together learning stations
80) Design a set and give "visitors" a "tour" (would be good for a book project)
82) Organize an event in the community
83) Create a professional quality infographic
84) Make a music video
85) Put together a handbook
87) Learning activity
88) Child-friendly translation of a convoluted concept
89) Design and make a usable product - Ex: If the topic is on natural disasters, the student might design and build a life-saving device.
90) Write a jingle
91) Make a puzzle
92) Design an art installation
93) Create a brand
94) Write a proposal
95) Host a school event
96) Organize a speaker series
97) A "_____ week/month" program/schedule (Ex: three week meal plan or theme book club schedule)
98) Host a fundraiser event
99) Create a Pinterest profile and add boards and pins directly related to your topic. Could do the same for Instagram, Twitter, Facebook, etc. Create a page that IS NOT personal. You might create a Facebook page for a character in a book or an Instagram page for healthy recipes, for example.
100) Write an editorial
Thanks for stopping by! Feel free to share your stories of project-based learning successes. I'd love to hear about some final products your students have used that weren't listed here! My eyes and ears are always open for new and exciting ideas. Thanks for reading!
Follow Experiential Learning Depot on Pinterest & Instagram, for more on experiential education, and check out my TpT store for experiential learning resources.
What is project-based learning anyway?
This post was published when I first started my blog about one year ago. This is an updated version. I will be updating other earlier posts on project-based learning throughout June. Stay-tuned.
For several years now, since seeing the documentary "Half the Sky" (if you haven't seen it or read the book I HIGHLY recommend it), I have been doing a women's studies seminar with my students. Part of the seminar is for students to take one topic related to women's history or women's issues and do a project on it.
Several years ago I had a student who chose to do her project on domestic violence. She chose this topic because it was relevant in her life at the time. She connected with the Sojourner Project, a domestic violence non-profit and shelter in the Twin Cities, to ask an educator from the organization to come to the school to speak with her and her classmates about the issue of domestic abuse. This student also contacted a self-defense instructor from the community to come into the school to teach her and her classmates effective self-defense strategies. The photo on the cover of this blog post captures that experience. I still have students talking about what they gained from that class today. It was memorable and meaningful to my students for many reasons, one of which was its relevance to their lives.
This student assembled all of the information she gathered into a presentation and created a brochure that included signs of domestic abuse, community resources for victims, tips for friends and family of abuse survivors and more. She placed hundreds of brochures around the community from health clinics to bus stops to school counseling offices, as well as up on all of her social media sites to spread awareness. She also organized a clothing and food drive for Sojourner Project's shelter.
This student didn't gather statistics and info from a few websites online, copy and paste them into a Powerpoint presentation and regurgitate the information from her slideshow to her classmates. She collaborated with the community, reached out to experts in the field, made an impact on the community by playing an active role in making change, and shared her new knowledge and insight to a relevant audience that could benefit from the information. That is project-based learning.
My experience and philosophy of teaching is all about project-based learning (PBL). I have been a project-based teacher for 11 years. I talk a lot about PBL right here on my blog and my various social media pages. Almost all of my TpT resources are PBL in nature. Since starting this blog a little less than one year ago, I have discovered that there are a few misconceptions around project-based learning that I hope to clarify in this post. The most common is that it's the same as a project. As you can see from my example above, they are very different things. The result of project-based learning is a deep, meaningful learning experience. Generic projects don't always have the same impact.
So what is project-based learning?
In short, PBL is learning through projects that are innovative, relevant, and are shared with an authentic audience. Students gather information on a topic or problem through questioning, learning activities, and community collaboration. They share their new skills and knowledge beyond classroom walls in such a way that their final product and presentation make an impact on the local and/or global community.
Passion for Learning by Ronald J. Newell is a great book about project-based learning, which puts a spotlight on MN New Country School, an authentic project-based learning school in rural Minnesota. This book is informative and inspiring for those interested in moving into project-based teaching. Ronald J Newell describes project-based learning as follows:
It might feel like a lot, and it can feel overwhelming at first. But with the right resources, and by allowing learning to be driven by students, it all tends to fall into place. Not without hard work, mistakes, going back to the drawing board, trying new things, etc. but that is teaching. It's what we do. Changing up our teaching methods based on the evolving needs of our students is not only important, but THAT is our job.
Examples of Project-Based Learning:
I had a few students a couple of years ago who were interested in skateboarding. They could have easily done some research on a famous skateboarder, copied and pasted information into a Powerpoint presentation, presented it to the class, and called it a day. That is a project, not project-based learning. That wouldn't fly in my class, so...
This is what they did instead:
The students decided to create their own skateboard clothing brand. They named their company (Abstract Skate Co.), designed a logo, and met with a local screen printing company who taught them how to screen print AND build and set-up their own screen printing workshop at the school on a budget.
The students met with a local business, JAMF Software, for business tips. JAMF was so inspired by their project that the company ended up giving the students a grant to set up their own screen printing studio at the school and all merchandise needed to start their business. The students met with marketing professionals from JAMF for tips on branding their product. They printed shirts and skate decks, "hired" out another student to write their business plan, created a website, and planned and hosted a launch party for their brand. Now that's authentic project-based learning! Check out the photos below to get an idea of the process.
Benefits of PBL:
Although the brand never really took off (students graduated and went on their way), the lessons learned and skills developed from this one project are profound. If they decide to take another crack at it in the future, they will have the skills to do so successfully.
There are a lot of benefits to project-based learning, but in my opinion the most important is
1) the development of skills essential for success in the 21st century, 2) intrinsic motivation to learn, and 3) a lifelong passion for learning. A poster board project on Tony Hawk would not have produced the same authentic and powerful learning experience.
Take a look at this handy visual that I put together below that compares a standard project with project-based learning and check back next week for specifics on each element of PBL.
If you're interested in project-based learning, continue following this blog throughout the summer and check out my PBL bundle below or any variety of other project-based learning resources in my TpT store, many of which are free (Experiential Learning Depot.)
My PBL resources require little to no prep and train students to critically think and have their own ideas! The result is student-directed learning. Win! Right now is a great time to start thinking about project-based learning for next year or use it as an entire summer school course. Check out the preview for the bundle below or head to my store for individual PBL resources.
Follow Experiential Learning Depot on Pinterest and Instagram for more on experiential education. You can also find me on LinkedIn.
One last example! Check out this three minute video.
I came across a children's book about sea turtles at the library, and grabbed it for my kids. By the second page I discovered that the book is a beautiful illustration of project-based learning at it's finest. Check it out...
Follow the Moon Home by Deborah Hopkinson and Phillipe Cousteau Jr.
Note: I mention "Classroom Unbound" in this video. That was the name of my blog when I first started. I changed it to Experiential Learning Depot a few months ago to streamline my brand. So to clarify, "Classroom Unbound" is the same as "Experiential Learning Depot".
Summer is a great time for high school students to bolster their resumes for colleges and careers. It's even good for younger students to think about, not necessarily in terms of college and career readiness, but for developing life skills such as work ethic, team work, and responsible citizenship. Summer is a great time to do this simply because there is more time and there tends to be more opportunities available for young people, as it is assumed they aren't in school over the summer. This is obviously not the case for everyone. It doesn't have to be summer, nor do students have to be on break to work on personal growth and bulking up their resumes.
There are the obvious ways to build a high school resume such as gainful employment, volunteering, and a decent GPA or academic narrative, but there are many less obvious ways. I think it's really important for students to branch away from the typical or expected points on a resume for a couple reasons: 1) They will want to stand out amongst other applicants and
2) The skills desired in an employee have drastically changed from even 20 years ago.
I've listed resume building activities for students to do over the summer and added resources that might go well with each. All of the suggestions are student-directed and experiential.
Have a great summer! Follow Experiential Learning Depot on Pinterest and Instagram for more on experiential education. You can also check out my TpT store, Experiential Learning Depot, for more student-directed learning resources.
10 Summer Resume Builders for Students
1. Building 21st-Century Skills:
As I said above, having something to show for yourself other than the fact that you can get a decent GPA is critical. A GPA demonstrates limited capabilities, and isn't always accurate of intelligence or performance potential. Employers of today are looking for employees that can problem-solve, work well with others, work independently, navigate technology that is constantly changing, and more.
I recently created a project-based learning resource called "21st-Century Skills Portfolio" - this is a great student-directed, summer learning activity and resume builder. The idea behind it is that students essentially assemble evidence of skill building through skill-building activities. All of the following suggested resume builders could be added to this portfolio, which in theory could be shared with potential employers, college admissions, or even as a senior project.
2. Community Action Projects:
Community Action Projects are PBL projects where students explore community issues (locally or globally) that they find important. They research the issue, make an action plan, and take action. It is not as simple as a community service activity or volunteer experience. It requires research, commitment to the issue, and making long-term change in the community. Raising money, advocating for legislation, giving time, and raising awareness are some ways to go about this. What is cool about this resume builder is that it is student-directd. The student leads the project from start to finish.
Check out my Community Action Projects on TpT.
3. Online Courses:
There are so many free courses online today, many of them from highly reputable colleges. Not only does this resume builder increase content knowledge, but shows that the student has the skills to self-direct, and has interest in tech literacy, an important 21st-century skill.
Udemy, Coursera, and edX are some options. There are many others. Have students do a Google search before you let them out for the summer to find an organization and specific courses in line with their interests.
4. Start a Business:
This doesn't have to be elaborate. It could be as simple as a lawn mowing or dog walking business, or as elaborate as starting a skateboard clothing brand. I have had students do both. There is so much to be gained from starting a business. Students will learn about marketing, how to balance a budget, use spreadsheets, write a business plan, etc. Check out my FREE template for getting started with a business.
5. Service Learning/Volunteering:
Yes, I have suggested that this is an obvious choice. It is, but is no less important because it's obvious. Get students rolling on self-directed service learning experiences this summer through project-based learning. Going through the experience using project-based learning principles will help students with structure and organization, as well as expanding the experience beyond simply putting in clock hours. Elements of project-based learning includes working with community experts, demonstrating learning with an innovative final product, and presenting the experience to an authentic, public audience. Check out my project-based learning toolkit that includes templates for getting started on any PBL experience.
This is such a great opportunity for students to develop career skills in their line of interest. Not only that, it gives students a clear understanding of whether their "career path" is really what they want. I thought I wanted to be a doctor my entire young life. I even went through several years of pre-med while I was an undergrad, just to discover later that I was not only uninterested in the field, but extremely uncomfortable with many of the tasks that would have been required of me - working with blood for instance. I could have saved myself a lot of time, energy, and resources if I had volunteered in a hospital in high school or shadowed a nurse or doctor before commiting to a career that made me queasy.
Check out a couple of these resources as potential student projects for summer, both of which require shadowing a community expert - Hometown Behind the Scenes: Local Business, and Hometown Behind the Scenes: Community Event. You could also check out my Career Exploration PBL project, which would help students reduce the chance of getting into a career that isn't right for them.
7. Gainful Employment:
Again, another one that I pointed out as obvious above, but nevertheless, it's an important experience for students to have. I had some older students that came to my school often after years of struggling in the traditional school system. Most of them, some 20 years old, had never had a real job. That is not a great way to head into life after school. Employment helps students practice teamwork, punctuality, work ethic, personal finance, and other life skills. Not only that, it gives them a sense of accomplishment and pride.
8. Start a Blog or a Podcast:
Have students identify something that interests them such as art, music, history, social issues, education, etc. and start a relevant blog or podcast about that topic. In theory, the topic should be relevant to their future. For example, if they are interested in music production as a potential career, starting a blog about the local music scene would make sense. Creating a blog or podcast is an experience in itself. There's a huge learning curve. I know from experience. It's also multi-disciplinary and helps build 21st-century skills. Another cool thing about doing this is that it could be referred to later on by employers or clients to demonstrate skills and knowledge on the topic. It would also illuminate personal character, which is a priority to many employers.
Students can get involved in community issues by attending town hall meetings, voting, meeting with legislators, participating in walks or protests, etc. Students can even search around for student government opportunities. Model UN is the first one to come to mind, but community education programs and YMCA's also offer options for students.
Getting involved in community issues through government experiences is one action plan option for community action projects mentioned above.
10. Start a Club
This is one of my favorites! Coordinating and maintaining a club would look outstanding on a resume. It takes organizational skills, follow-through, commitment, creativity, leadership skills, time management skills and more. Summer reading groups, a community clean-up group, a wildlife club, a skateboard club are all great examples. Check out my project-based learning resource, Start a Club, which includes a guide and all of the templates needed to get started.
I have a college and career readiness PBL bundle in my TpT store that includes most of the resources mentioned in this blog post. You can save a lot of money by choosing the bundle vs. each product individually.
Thanks for checking out 10 resume builders for students to do this summer break! There are of course many other options. I would love to hear your ideas and comments. Thanks for stopping by!
Building 21st-Century Skills Through Travel
The 6C's of education, developed by Michael Fullan, include creativity, critical thinking, collaboration, communication, citizenship, and character. These competencies are essential for today's learners to be successful in the 21st-century. It is more important (in my opinion) for educators of today to provide opportunities for students to practice these skills than it is to teach content matter. It's great to have both, but ignoring 21st-century skill building doesn't do anyone any favors.
There are many ways to facilitate the development of these competencies in the classroom, which I will post on in the near future. However, opportunities for skill development exist beyond the walls of the classroom. Those learning experiences are profound in a way that classroom activities just aren't. Travel is one very powerful avenue for competency development, particularly the 6C's.
Whether it be abroad, a weekend camping trip, or even a day trip to a local park, traveling offers an opportunity to building these skills by nature. By removing children from familiarity, by changing up their day-to-day, they get exposure to input that inspires curiosity, exploration, and inquiry. They meet new people, have novel experiences, and make observations that challenge prior thinking.
Parents and educators, as summer approaches think about how you can utilize the world to help your children and/or students develop or amplify the 6C's. Travel presents these opportunities organically, but you can deepen the learning experience by adding input through new layers, added expectations or challenges. When I was teaching, I was highly involved in our school travel program. I took a group of students to Costa Rica, and rather than just hanging out like I might do on a family vacation, I added purpose, in this case, tropical biology studies. I facilitated student-directed project-based learning, open-inquiry, and problem-based learning activities, before, during, and after the trip.
Below I have detailed how traveling innately helps students build these competencies in addition to suggestions for how to add another element to strengthen the impact of the learning experience.
How to Incorporate the 6C's of Education into Travel
How it Comes Naturally:
Getting away from the same old exposes students to other creative avenues that they may never have seen or experienced before. Art, music, dance, design, architecture, infrastructure, and so on, vary from region to region and culture to culture. If students are observing and experiencing more of the same day-after-day, they're limiting their creative potential. Exposure to different cultures and ways of doing things inspires new ideas with new ways of thinking.
How to Enhance the Skill Building Experience:
One way to do this is to ensure exposure to diverse experiences, especially if you have something specific in mind. For example, you might plan a trip around a specific cultural event, such as the Merrie Monarch festival in Hawaii where students would be immersed in an authentic Hawaiian experience. Hawaii is an incredible learning lab by nature, but including a cultural experience like the Merrie Monarch festival would bring learning to another level. Provide input that ensures exposure to a variety of creative displays.
How it Comes Naturally:
Traveling never goes according to plan, not exactly anyway. I have been challenged in some way on every trip I've ever taken, school trips included. Take a look at some of those mishaps in my travel blunders series. Sometimes you just have figure it out. There's no option. If you get lost in a mountain valley and your phone doesn't have a signal, you have to figure it out (happened to me). If one of the campgrounds you reserve for a school trip has patrons offering your students moonshine, you have to figure it out (happened to me).
Another great thing about school travel is that you're stuck with a group of people, whether you like them or not. Group travel always presents opportunities for team-building, conflict resolution, problem-solving. In other words, critical thinking is a must while traveling. You as the educator can help facilitate opportunities for critical thinking.
How to Enhance the Skill Building Experience:
I love problem-based learning and project-based learning activities to help students build critical thinking skills. There are many ways to do this. One would be to have travelers problem-solve hypothetical scenarios, as they may turn out to be a reality. Getting lost without access to a GPS could have been prevented by simply having a physical map on hand. This is an example of a hypothetical problem that students could problem-solve solutions for before they take off on their trip.
What I often do is ask that students research their travel destination beforehand and design a student-led project around some aspect of that destination, particularly pertaining to local issues. For example, I assign community action projects to all of my student travelers, regardless of destination and purpose. This project requires that students identify a problem that exists at their travel destination, make an action plan to solve the problem, and then they take action. This is a great project to practice critical thinking because they are addressing real-world problems. Check out community action projects in my TpT store. Take a look at these earlier blog posts on community action projects for guidance - "10 Community Action Project Ideas to Wrap up the School Year" and "Four Ways Students Can Take Action Today".
How it Comes Naturally:
Communication happens organically while traveling, and a lot in the planning process as well. If your students are part of the planning process, they will likely be communicating with travel agents, friends and family for tips and advice, travel bloggers for ideas. They may have to communicate with home owners to reserve an Air B and B or tour guides to plan excursions. There is also a lot of communication that naturally takes place while traveling as well. My students tend to talk to locals for recommendations, directions, or even just to chat. Communication is another skill that is magnified on group trips. I need to communicate with my students when we will start the day, where we will meet back and at what time, and they need to listen and follow directions.
Team-building activities, such as kayaking with a partner, really tests one's patience, strength, and communication skills.
How to Enhance the Skill Building Experience:
If your students are not involved in the planning process, find ways to include them. This is a great option for homeschoolers and for student-directed project-based teachers. Check out this free educational travel planning checklist for guidance.
I highly recommend project-based learning in general to help students work on their communication skills while traveling. Working with community experts is an important part of project-based learning, among other things. Go back to any number of my posts on PBL for details if you're not sure what project-based learning is. My students are required to use three community experts on every project, travel related or not.
For example, one of my Costa Rica students did her community action project on primate electrocution. She researched experts on the issue and came across the Sibu Sanctuary, a primate reserve and rehabilitation center in Costa Rica. My student connected with Vicki, who started the organization, planned a tour of the sanctuary while on our trip, she interviewed Vicki while we were there, and utilized Vicki's expertise in her final action plan. The communication skills at play here are vast and comprehensive. Consider using my PBL toolkit to get students rolling on student-directed project-based learning today. Summer travel is a great place to start!
How it Comes Naturally:
Collaboration doesn't happen as organically while traveling as some of the other "C's". Collaboration while traveling or at home for that matter takes effort, planning, networking and organization. One could easily travel to an all-inclusive resort, lock themselves in their hotel for a week, and not talk to a single person. Collaboration can happen naturally on a trip, but open-mindedness is key. I have so many examples of this on school trips, where collaborations weren't necessarily sought out, but students made themselves available to the possibility by simply asking questions and inquiring.
For example, I took students to Florida to study marine biology several years ago. We stayed at a campground that had a little hut by the entrance where a man made decorative fish out of coconuts to sell to tourists. My students, for whatever reason, were so intrigued by this. They started off by drilling the poor guy with question after question. By the end of the week a couple of my students were sitting in his hut learning how to make coconut fish decorations. It mind sound like a meaningless experience, but my students not only practiced collaboration skills (without even realizing it), but they enriched their travel experience overall.
How to Enhance the Skill Building Experience:
There are a lot of great ways to promote collaboration while traveling. One way is to ask that students collaborate with their community experts for their PBL projects. Technically students do not need to collaborate with their community experts. They just need to use their expertise in their final product or authentic presentation. One of my students did a her community action project for Costa Rica on the issue of endangered sea turtles. She created a "tips for tourists" brochure and collaborated with hotels around the country to have those brochures placed in hotel lobbies and on hotel websites around the country (Costa Rica).
You or your students might also organize learning activities on the trip such as volunteering at an event, attending a cooking class, service learning experiences, and more. You might even consider collaborating with another youth organization where an "exchange" might take place. We often had exchanges with other schools where our students traveled to other alternative education schools in the state and spent the day as a "student" in their school, and vica versa.
These photos are from service learning trips where students not only helped the community but became immersed in it. The far left photo is a student playing in a community baseball game.
How it Comes Naturally:
It seems as if traveling to build citizenship would be contradictory, as you'd be removing students from the society in which they should be active in making a difference. The great thing about traveling when it comes to citizenship is that students see a variety of ways of life. Students gain a broader and more robust worldview. By having exposure to different people, different customs, and issues on a global scale, students are more apt to have an informed and comprehensive perspective, to then be more responsible citizens in their own societies.
How to Enhance the Skill Building Experience:
Again, problem-based learning and project-based learning are great ways to do this. Whatever you decide to do, facilitate a learning experience that incorporates a variety of perspectives. You can ask that students interview locals, organize storytelling experiences, connect students with penpals before the trip and meet with them when they arrive. Organize learning experiences on the trip that aren't excluded to touristy spots or expensive excursions. Plan a trip that requires students to see the destination as it truly is - the authentic version of their travel location.
How it Comes Naturally:
When I think of "character" in this context I think of traits like integrity, morality, responsibility, honesty, bravery. You know, admirable traits. Character building comes naturally in travel, again, because students develop empathy. They see more and experience more outside of themselves. Outside of their own bubbles. When they're out of their element, when there is discomfort, when their actions reflect the group and where they come from, when they open their minds to other perspectives and ideas, they can better understand and develop their own goals, priorities, values, and moral compass. Traveling puts students in the position to have to open their minds, reflect on who they are, modify, and continue forward as a better person.
How to Enhance the Skill Building Experience:
I think the 5C's already listed play a role in the development of character. Communicating and collaborating with others, exposure to new and different ideas and ways of life, access to new and interesting creative outlets, problem-solving, conflict resolution, etc. all shape someone's character. So try all of the things already mentioned with your students while traveling - project-based learning, inquiry, problem-based learning, student activism, service learning, cultural exchanges and more would all add significantly to character development while traveling.
I would love to hear about your travel plans for the summer, and if they're educational in nature. Worldschoolers, I'd love to hear your thoughts! How do you enrich the travel experience, or do you just let it happen naturally? Thanks for stopping by! Happy summer travels!
For more educational travel resource, stop by my TpT store, where you can find a variety of free student travel resources. You can also look back to previous posts on student travel.
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For those of you that follow my blog closely you are likely not surprised that I'm writing a post on my distaste for worksheets, and for you I'll be preaching to the choir. Others may be thinking "ugh, another progressivist posting about how terrible worksheets are." I assure you, ditching worksheets is not a progressive move anymore. You might be neither of those people and are just curious about why worksheets may not be an optimal learning strategy and what some alternatives may be. I hope to provide some insight to all and some alternatives to worksheets.
I have used "worksheets" before and will continue to use them occasionally in my teaching career. However, I use them sparingly, and I use a specific style of worksheet. When I use the word "worksheet" in this post from now on, what I am referring to is that of the "drill" variety: pages or packets filled with the same questions over and over again, slightly modified, that have a right or wrong answer. I'm going to tell you why I don't use worksheets, common excuses for assigning worksheets and alternatives. As you move into summer, reflect on your practices this year. Will you use worksheets next year?
Why I don't give my students worksheets:
1) I would be a hypocrite.
It's an integrity thing for me. I talk heavily about the benefits of experiential learning in this blog. If I were to say "yes" to drill worksheets, I wouldn't be practicing what I preach. I support and promote experiential learning because I have observed the benefits, and science supports it as an effective learning tool. The same can not be said for worksheets, at least not in isolation.
For more information about experiential learning check out this blog post -"What is Experiential Learning, Anyway?". You can also hear my thoughts in my interview about experiential learning on the podcast, A Teacher's Shoes.
2) Worksheets do not accommodate all learning styles.
Worksheets are a one-size-fits-all approach, and learners are not one-size-fits-all. This can leave many students confused, frustrated, and deflated. Differentiation is a popular approach to accommodating many learning styles. At a minimum, then, leave worksheets as an option, but beware that students may not be choosing to do worksheets because they learn best that way. They are likely choosing worksheets because they offer concrete right or wrong answers. It's easier than having to problem-solve, work together as a team, reach out to community members as a resource, as some non-worksheet learning activities would require of students.
3) Drill worksheets do not have a place in life outside of school.
The only time I have ever done worksheets in my life was when I was in school. It would never come up in life; not to get a job, not to keep a job, not to plan for a family, not to plan a trip. Drill worksheets serve no purpose in life, so why do them? I'm short on time as it is. Adding busy work that serves no purpose is not something I'm going to do. Prospective employers are never going to ask students in an interview how well they can fill out a worksheet. They're going to want to know if the student has a thorough understanding of the content necessary to succeed in their field. They're going to want to know if the student can work well with others, control their impulses, critically and creatively think, work independently. These skills aren't gained by completing drill worksheets.
4) Worksheets "decontextualize" learning.
Drill worksheets are loaded with questions or problems in isolation from the whole. For example, I would get worksheets in high school chemistry that were filled with chemical equations to be solved. We would practice over and over solving these equations with specific formulas, yet I had no idea how those formulas applied to chemistry or what they really meant. I wasn't learning chemistry. I only learned how to regurgitate information that had little meaning.
I think the Alfie Kohn quote below is referring to "schooling" in general, but it applies to drill worksheets, which tend to be tasks isolated from a bigger picture. Worksheets perpetuate this problem. By hammering in discrete units, students are collecting piles of bricks but not building a functional home.
5) Worksheets do not ignite a passion for learning.
Worksheets are boring! Some may say, "who cares, students don't have to like it. That's the real-world. Life isn't always fun and games. Better to prepare them for that now." That is something I hear a lot and it's very frustrating to me. Students can quickly lose their passion for learning if worksheets are the norm. What I want for my students is to love learning. You will never have students seeking you out years down the line to thank you for your worksheets or to share with you the incredible impact those worksheets have had on their lives. They will thank you for building a relationship with them, creating opportunities for them to pursuit their interests, challenging them, and giving them autonomy and choice, because it's those things that make a real and important impact on their lives.
I assure you that the student comments above are not in reference to all of the worksheets she was given in school. She is talking about experiences she had. Worksheets are not life-altering. To hear more about this particular student's story, listen to my podcast interview. Link above.
6) Worksheets train students for careers of the past.
Drill style worksheets don't teach Important 21st-century skills such as tech literacy, creativity, social/emotional skills, collaboration, communication, teamwork, critical thinking, and other skills employers of today desire. Rote memorization is no longer a skill worth spending a lot of time cultivating because information is so readily available. It wasn't 50 years ago, at which time worksheets made more sense. Now drill worksheets are an archaic practice.
I have talked to a lot of teachers and parents that defend drill worksheets. Below I have listed some common answers I get from parents and teachers when asked why they give out or support the use of drill worksheets. I have included some alternatives to satisfy those justifications:
1) " I assign worksheets to students as content review."
Many teachers give worksheets to students with the intention of hammering in an idea or concepts covered that day in class or in that unit.
What's the problem with that?
Unless that content is tied to life, the real-world, or something personally meaningful to the student, that content won't be remembered, regardless of how many times they repeat repeat repeat.
What to do instead:
If your purpose for using review worksheets is to help students memorize content, consider doing an activity that will leave a lasting impression. Then students will not only remember the content long enough to pass a test, but may remember it 20 years later, and say to themselves, "Hey! That's an example of commensalism! I remember that from that ecology vocab scavenger hunt we did in Ms. Segar's bio class! Remember that egret we saw sitting on that cow?" (scavenger hunt free in my store) As an experiential educator, I believe "leaving a lasting impression" requires that the learner be involved in some way. A scavenger hunt where students can observe and experience the ecology vocab in action is more memorable than copying definitions onto a worksheet. Even a combination of an activity and a worksheet would be more effective than a worksheet alone (if you insist that the worksheet is necessary).
2) "I sometimes give out worksheets as a formative assessments."
Sometimes teachers just want to see if students know the material that they've been taught. I do understand why teachers would do this. It's quick, it's easy, it's cut and dry.
What is the problem with that?
The problem is that drills are typically in isolation from the whole. It's difficult to see how drill problems connect with the an overarching concept. You often miss misconceptions that students have developed, and you wouldn't necessarily know if students understand the concepts or if they are just great at memorization.
What to do instead:
Try other versions of formative assessments. I get a lot of mine from the book "Science Formative Assessment" by Page Kelly. It gives a ton of quick, easy formative assessment strategies that are designed to reveal where students are having trouble or forming misconceptions. There are so many creative formative assessment strategies out there. Do a simple Google search or head to Pinterest. You can even simply ask students to write a reflection, which is what I do with my students, as reflection is an important part of experiential learning.
3) "Worksheets give students practice."
I hear this one a lot, and understand why someone might think this. A drill worksheet likely does give students practice, but what is it that they're practicing exactly, and is it something we want them practicing?
What is the problem with that?
What students are practicing is memorization for the purpose of passing a test. This just isn't necessary anymore. They have access to information all of the time. The internet is not going away. I would argue that using worksheets to "practice" is doing more harm than good. If students are doing drills for practice, and they are doing the drills incorrectly or don't understand the material, the "practice" is just reinforcing misconceptions and confusions.
What to do instead:
Again, if the purpose for drilling is to get students to memorize the information, try making it experiential. Get your students involved. Not only are they more likely to remember the concepts, but they will have a clearer understanding of it. There are so many great ways to do this like inviting speakers to talk about their research, taking students on field trips, collaborating with the community, inquiry-based learning, problem-based learning, project-based learning, STEM, STEAM, maker education and more. These are all effective strategies for practicing and understanding content, while providing opportunities for students to build important life skills. For student-directed problem-based learning, project-based learning, maker, and inquiry resources, check out my store, Experiential Learning Depot.
This is much easier said than done for some teachers. I have math teachers in mind here. For math teachers, check out a previous post here written by Tony Geraci. He is a high school math teacher that incorporates 21st-century skills into his curriculum. Check it out here.
The series of photos above illustrates a STEM project where students worked cooperatively to build a treehouse for LEGO people as an extension of a book we read on citizenship. Not only did students learn about citizenship, practice team building, and work with their hands, they also learned math and physics concepts. They are more likely to remember and understand those concepts, as they had to actually apply them to be successful.
4) "Sometimes kids have to do things they don't want to do. That's life."
I hear this one a lot, "That's life", as if drills prepare students for life. I myself have said this before, especially when I'm frustrated with my students and their lack of productivity.
What's the problem with this?
I have to take a step back and remember that life is hard as it is, especially for teenagers. My students have experienced a lot in their short lives. They are tougher and more responsible than they should have to be at 16-years-old. Worksheets are also not a real-world reality. Students will never encounter a job in which they have to sit at a desk and fill out worksheets for the purpose of rote memorization.
What to do instead:
There are many things that our students do in life that they don't like. You don't need worksheets to teach them about hardship or work ethic. Encourage students to prepare for the real-world by getting a job or starting a business. Facilitate learning experiences that are student-directed so they can practice desired career skills. Problem-based learning is a great example activity. Promote community relationships with your students such as starting a mentorship program or organizing service learning experiences.
Want to toughen kids up and help them understand the value of hard work? Have them spend nine days working on an off-grid chicken farm in the middle of the mountains. Everything takes effort. I never heard "that's doing too much" from one of my students because saying that wasn't an option. I understand that these experiences aren't realistic for all. Consider then bringing the challenge to the classroom. Use the community to make your point.
5) "Worksheets are quick and easy to plan and implement. Sometimes I just need a break from rigorous lesson planning."
This is completely understandable. Teacher burnout is real and powerful. Sometimes teachers just need a breather. There is no problem with that.
What to do instead?
Like I said, I get it. If you must give out worksheets to give yourself a break, try to do it sparingly. There are other ways to take breaks that are better for everyone:
Put on a movie! I know this can be frowned upon, but there are so many educational movies out there. There are documentaries galore about any subject you can think of! I love throwing on news series for students because they are relevant and promote citizenship. Check out my Vice News episode activities. Note: I call these resources "worksheets" in my store only because I don't know what else to call them. I assure you, they are not drill worksheets.
Find resources that are quick and easy to plan that are applicable to life. For example, rather than giving students a drill worksheet on basic math principles, ask them to write a travel budget. Rather than giving students a vocabulary worksheet where they copy down definitions, have them create a slideshow with vocab definitions along with a photo that represents the definition. One of my coworkers used to do this with her students. It helps students make real connections with the words in a more interesting and effective way.
One final method of limiting intense lesson planning is to incorporate student-directed learning activities into your curriculum. Your students direct the learning experience while you facilitate. No lesson planning. Check out my store for student-directed learning resources AND refer back to blog posts from my student-directed learning series for guidance.
As you drift into summer, reflect on your year. What did you do well? What could have gone better? What changes do you want to make? What kind of people do you want your students to become? How do you want your students to perceive learning? Does your current approach support your teaching goals? Are drill worksheets working for you, and more importantly, are your students getting anything out of them?
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Spring is here, the weather is warming, and students are getting antsy. The school year is wrapping up. Teachers want to end the year with a bang, but we're also exhausted and don't know how much more we have in us! It's testing season, prom season, graduation season, grade report season! Ah! May is bonkers in the world of education.
What better way to go out with a bang AND cruise through the rest of the year than with community action projects (CAPs)? I did a post on this a while ago. Feel free to go back to that post for details. In summary, students choose a local or global issue, design an action plan, and take action. It's a great mix of project-based learning, problem-based learning, and service-learning. Community action projects are interesting, multidisciplinary, and mine are designed to be student-directed, which means there is little to no preparation on your part other than introducing and facilitating the project.
Here's how it works: Students choose an issue that they'd like to get involved in and do some research on the problem. After students have chosen and thoroughly investigated an issue, they brainstorm solutions, design an action plan, and act. Hosting an exhibition night to showcase projects is a nice way to wrap up the experience.
You could allow students to choose any issue of interest or keep it within parameters pertinent to goals or learning objectives for a class. For example, I have done an entire seminar called "community action projects" where that's all we did. I have also incorporated CAPs into specific courses such as a final project for my environmental science class. Students focused on issues pertinent to the environment such as water pollution. Check out this community action project designed specifically to the concept of pollution.
There are a couple important distinctions between this kind of project and any other school project. My community action projects follow the principles of project-based learning, so one of the most important distinctions is that these projects make an impact on the community, preferably long-term. Check out my post on the elements of project-based learning for more details. A student could create an elaborate awareness campaign with beautiful illustrations and a catchy slogan, but if their final product isn't shared or never reaches a relevant audience, then learners aren't reaching their full potential. The project wouldn't make a real impact if not shared with a meaningful audience and the student is robbed of deeper learning, particularly of opportunities to build important 21st-century skills such as networking, communication, collaboration, problem-solving, and citizenship. The purpose of a project like this is not to theorize solutions to hypothetical problems. It's to teach students how to be responsible and active citizens, to have the tools to fight injustices, or simply know how to solve real-world problems.
The following is a list of community action project ideas that could apply to most issues. Students can refer to this list when designing their action plans or you could choose an idea from the list to assign to the class. That would be the more teacher-guided approach vs. student-directed where students design their own projects. You choose!
***I have a community action project toolkit in my store that includes all guiding materials and templates needed for students to carry out projects on issues of their choice.
10 Community Action Project Ideas To Wrap Up the School Year
1. Awareness Campaign:
Students design a campaign that would educate the public on the issue. They could create posters, t-shirts, a video promotion, etc. They can get super creative with this one, and the options are endless, especially with social media and other technologies having come onto the scene.
2) Design and Make a Product:
The idea behind this one is that students design and make something that raises awareness and provides a tangible outcome. The product should be usable or sellable to raise money for the cause. One example would be starting a philanthropic business. The shoe company, TOMS, was founded on this idea. They observed that kids without shoes were developing health problems such as hookworm. TOMS business model then is one-for-one where they give a pair of shoes to someone in need for every pair they sell. Check out this free business plan organizer from my store. Another example would be taking an invasive species, like buckthorn here in MN, and using it as material for a product to sell such as a bracelet or waste basket. This action plan physically removes the problem and brings in money (selling the product at a school function, in boutiques, or on ETsy) to use toward a permanent, long term solution (ex: donating the funds to the DNR.) This is a great option for the makers of the world.
3) Innovative Strategy to Raise Awareness:
Imagine a student is interested in the issue of teen pregnancy. One way to raise awareness would be to create a brochure with some info and stats on the isse and pass it around town. Okay. That is technically raising awareness, but it's not a head turner. There is nothing creative, interesting or shocking about it. Brochures are overdone and overlooked. To truly make an impact, the student's audience needs to be intrigued.
For example, a student of mine did her community action project on teen pregnancy. Rather than a simple brochure, she created a website with information about teen pregnancy. She then assembled HUNDREDS of fortune-tellers (paper origami game). She put information about teen pregnancy on the fortune-tellers as well as a link to her website. Near the website link was instructions for entering a drawing for a prize. She then discretely dropped hundreds of these fortune tellers around the city - on city buses, in community center bathrooms, on the bleachers at school football games, etc. In order for a reader of the fortune teller to get their name in the drawing, they had to go to her website, find the contact page, and send her a note that included three facts that they learned from her website. There are several cool things going on here. One is that the fortune teller screams to be picked up. It would be odd to see a fortune teller sitting next to the soap dispenser in a public restroom.
4. Organize a school club or community organization:
I have had several students start and organize clubs for their community action projects. One group started an environmental science club. Enough with the science examples already! I'm a science teacher, what can I say? They created objectives and goals and organized club events related to their community action projects. They put together a community wide clean-up day where they walked the school neighborhood picking up trash. The club organizers invited speakers to come in and educate students on local environmental issues and give them tips on how they could help. I have a PBL project specific to starting a club, which includes templates helpful for getting one started.
5. Community Volunteer
One way to take action on an issue of importance is to give time to a cause. That often takes the shape of volunteering. Students find an organization relevant to the issue they've chosen for their project and give their time to that organization. Leaving it there would be a typical community service or volunteer experience. A community action project doesn't stop at giving a few hours of their time. Students also need to document their experience and share that experience with an audience that is meaningful or relevant to the issue.
One student was interested in trafficking. She connected with a shelter that took in trafficked survivors to help them get back on their feet. They asked her to organize a food and clothing drive for women in the shelter. In order to collect a substantial amount of food and clothing, this student needed to get the attention of the community. She invited some of the women from the shelter to speak at the school. She opened the event to all students and community members. The women's stories were powerful. More people were willing to donate food and clothing once they were aware of the issue. This wasn't a simple volunteer experience where clock hours logged and signed by a supervisor. This student not only gave her time to cause that she was passionate about, but she was able to raise awareness about the issue a the same time. Deep learning took place here. Volunteering has a been a popular action plan. Other projects have included a student helping dog shelters at adoption events. Another group of students observed elementary teachers needed help, so they connected with a local elementary school to come in and help, which included reading with kids.
6. Host a Fundraiser
Raising money is a great way to take action for a community action project. The outcome makes a direct and tangible impact. Several of my students organized a holiday pie fundraiser at the time when the Syrian refugee crisis was front and center. They not only learned about the Syrian conflict, but also how to organize an effective fundraiser. They had to learn which organizations were reputable and would get the money into the right hands. They learned how to make homemade pies and how to market their fundraiser. They had to figure out how to make a profit, not lose money! They knew pie ingredients could get expensive (particularly apples), so worked with local orchards to work out a reduced price. They created a survey to determine how much money people would pay for homemade pies so they could price them appropriately and effectively. See this free student-directed fundraiser organizer from my store.
7. Write Letters and Meet with Legislators
Advocating for legislation is a really powerful learning experience, not only because students make an impact on their community at the time, but they also develop the skills to continue to do so long after they've graduated. It's important for students to know their rights and how to advocate for themselves and their communities over the course of their lives. I had a student that was frustrated with the lack of job prospects for ex convicts. She wrote letters to her local legislators expressing her interest in the issue and invited them to come to the school to meet with her and talk about possible solutions. One of her legislators called her back, came to the school to meet with her, where they brainstormed solutions at the legislative level. Minnesota Association of Alternative Programs (MAAP) also organizes a statewide legislative day every year where students from all corners of Minnesota come to the state Capitol to discuss the importance of alternative education with their legislators.
8. Artistic Production
This is another way to raise awareness about a local issue. This idea here is that students create some kind of production such as a skit, play, documentary, music concert, etc. that raises awareness in an interesting way. They then bring the production to relevant audiences around the community or host an event. For example, a group of students doing a project on the issue of bike accidents might create a skit that demonstrates bike safety and perform that skit at local elementary schools or community clubs in the area.
This is when students organize a walk or demonstration to raise awareness or put pressure on politicians to act. Our students have participated in the Science March, March for Immigration, and the Women's March. They create original signage for the events. They document the experience via vogging, a documentary, photojournalism, blogging, etc. I have also had students organize walks, which is what the photo on the cover of my Community Action Project resource illustrates. Some students read a book for their book club called "Am I Blue?", which inspired them to organize a walk for gay rights. They recruited participants from the school and community.
10. Host a School Event
This is a fun one but might would take significant effort on your part. I have had students organize screenings of documentaries that are only available to educators. One specific example is the documentary "Sold", which is a movie version of the book "Sold", which I read with students for a women's studies seminar. I have also had students host environmental science fairs, fundraisers (carnivals, cook-offs, car washes, etc.) We have had students host a speaker series from community members relevant to the issue at hand. The list goes on. Let kids get creative!
There are many more options for action plans, but these are the most common with my students. This particular project is really powerful, inspiring, and is a great way to end the year, especially if you host an exhibition or presentation night to show off their final products. Good luck! I would love to hear of student projects and outcomes. Feel free to send me photos or comments to firstname.lastname@example.org. I'd love to feature them on my blog.
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'Tis the season for road trips! Whether it be a spring camping trip with students, a summer road trip with your own children, or a cross country trip with just you and your dog, take full advantage of learning opportunities along the way. Learning is powerful beyond the walls of a classroom. Hitting the road opens doors to learning experiences that couldn't be achieved from a classroom.
There are many gears working to make a road trip possible from the planning stages, to packing, navigating, financing, and more. Involving students in these steps gives them the chance to apply skills and knowledge in real-world contexts. Travel gives students the wherewithal to figure things out regardless of the situation or changing circumstances. If you get lost, you have no choice but to find your way. It might put a wrench in your plans, but this is a learning experience in itself.
Learning naturally happens all the time, especially when traveling. But you can still encourage students to plan PBL projects, reflect on their experiences in a way that is intentional, collaborate with locals along the way, do the trip planning, fundraise, and more. I used to take students on road trips for summer school credit. When leading an educational travel experience, having purpose, expectations, structure, and guidance is important. I require my high school student travelers to complete student-directed PBL projects that are relevant to the trip at hand. I have also done this with my own young children. You might recall a past post on a family trip to Denmark where my four-year-old documented the trip with my camera and edited the photos using a photo app.
I am a champion of learning, particularly when it is student-led and promotes lifelong learning. It doesn't matter if it's summer. It doesn't matter if it's not in a traditional learning environment. Parents and homeschoolers, this post is especially pertinent to you because you have more flexibility when it comes to using the world as a resource.
The following is a list of learning activity ideas to do for or on a road trip. They are intended to be adaptable, modifiable, and work across the board with all skill levels, age groups, backgrounds, and more. They are just ideas to bring learning and travel together. Project-based learning is one of the easier ways to incorporate intentional learning into travel experiences. Check out my project-based learning toolkit to help guide students through the process of student-directed project-based learning from the design stage through to the reflection and assessment.
Good luck! I'd love you to add any ideas not listed here. This list is certainly not exhaustive. If you have your students or children do any of these learning activities this spring or summer I'd l'd love for you to share the experience!
20 Learning Activities To Do On Road Trips
1. Create a tour using Google Maps -
I wrote a blog post a while back about using Google Maps in project-based learning. Check that out for more specific ideas. Learners could plot points and narrate a tour on Google Maps of just about anything from restaurants to overlooks to birding spots along the way.
2. Scientific inquiry experiments -
students could ask a question about their route and collect data as they go. For example a student may want to conduct biodiversity sampling from a variety of different habitats. I took students to California a few years ago to study the starkly contrasting ecosystems in the state. We traveled by car around the state collecting climate and biodiversity data. I also drove students through Florida studying the diverse marine ecosystems along the way. These are just examples. There is an infinite number of questions your learners could ask and test on the road. If you're interested in inquiry-based learning but would like some guiding materials, check out the toolkit offered in my store.
3. Scrapbooking -
Students could create a physical scrapbook by adding photos with captions and collecting and adding artifacts from the trip such as museum stubs or souvenirs. They could also find a digital scrapbooking program such as Shutterfly. Shutterfly is a photo program where you can create photo books. They can be costly. Students could use any number of free programs as simple as Google Slides or the free version of Canva.
4. Photojournalism -
Have students document some relevant current event using photography as their medium. This could be on any number of topics in politics, art, culture, humanities, etc. An example would be documenting evidence of an upcoming election. There may be events taking place in towns along the way, campaign signs littering yards or billboard advertisements splattered along freeways.
5. Budgeting -
Have your students create a trip budget that includes lodging, gas, food, activities or tours, etc. I have many travel products in my TpT store, most of which are free. One of these products, free, includes budgeting guidance. Challenge students by encouraging them to keep the trip under a certain amount of money. It might also be cool to have students create a blog post on tips and tricks to pinching pennies on the road.
6. Design and create a road trip game -
Road trips can get long. Ask your students to create a game before the trip begins that they can play in the car. The challenge is making sure the game is road trip appropriate such as keeping it compact, limiting small pieces, and making sure it can be played while seated. You could also have students create a game that is inspired by the trip such as gathering information about small towns on their route and writing trivia questions about their stops.
7. Journaling -
Students could also keep a written journal. I have done this on every trip I've ever taken, even as an adult. It's fun to look back on them years later. I have had students do doodle journals instead of written journals as well where they articulate their experience through pictures, or doodles in this case.
8. Make a cookbook -
All cities have cuisine unique to their region, or types of food they are known for. Determine food staples in different towns/cities along your trip, learn how to make those dishes, and create a cookbook. For example, if I did a road trip through the midwest I might learn how to make deep dish pizza (Illinois), pasties (Michigan), hot dish (Minnesota), and cheese curds (Wisconsin).
9. Photography -
Capturing the travel experience with photos is an obvious road trip learning activity. Just because it is obvious doesn't make it any less valuable. When taking pictures you see things differently than you would if you weren't trying to get the perfect shot. You notice more, learn to ask questions, and go to greater lengths (such as climbing this hill just a little bit higher) to get that perfect shot. Students would experience the trip from a unique perspective. Try landscape photography, wildlife photography, environmental portraits, etc.
10. Create a trip inspired playlist -
This is more of a trip reflection as it encourages students to look back on the trip and connect music to meaningful experiences had on the trip. Click here for a free travel reflection.
11. Creative writing -
Students could write a book of poetry, a short story, a children's book, a graphic novel, a song(s), a comic, etc. inspired by trip experiences.
12. Make postcards -
Students can make their own postcards of stops along the way with any number of art mediums such as photography, drawing, painting, charcoal, etc. They can then send their postcards to friends and family as they travel.
13. Social media documentation -
The great thing about technology today is that students can share their experiences in real time. Students can document their trips as they are on them and post updates for friends and family to follow along on their journey. I had my students do this on school trips with me. We published a blog post at the end of each day of the trip. My students have mostly blogged in the past, but they could have also vlogged, made a podcast, a documentary, or simply provided updates on their own social media sites. I took students on a bio trip to Costa Rica a few years ago and we blogged about the experience right here on Experiential Learning Depot - check it out.
14. Volunteering/community involvement -
Before students take the trip, ask them to contact organizations along the route that reflects their interests. For example, students interested in environmental science or nature may be interested in cleaning up road litter along the way or plastics washed up along beaches.
15. History projects -
Have students do PBL projects on the history of places they stop on their trip. They might want to know how the infrastructure of towns has changed over the past 100 years, the history of the people and changing demographics, the history of specific monuments located in each town they stop, or even the history of particular buildings such as lighthouses, factories, schools, or abandoned buildings.
16. Economics projects -
Have students explore certain aspects of the economy along the route. One example is to investigate the unemployment rates in different towns along the way and mapping the rates. Another option is exploring major markets or industries in the cities that they visit such as tech startups, logging companies, hospitality, tourism, etc. They could visit some of these companies, tour factories, interview employees, etc.
17. Art portfolio -
Students can create a portfolio of art pieces inspired by trip experiences such as drawings, watercolor paintings, a collage, etc. The portfolio could be art pieces based around a theme such as landscapes, water towers, lighthouses, bridges, barns, etc. or the portfolio could just represent the trip in general. One of my students created an adult coloring book, her coloring pages inspired by experiences or things she saw on her trip.
18. Journalism -
Interview people along way on any number of topics and write a "news article". I took some of my students to the Big Island of Hawaii last year, and as we circumnavigated the island over the course of the week, several of my students interviewed locals, farmers, business owners, and more on whether they've felt any impacts of climate change or expect to in the foreseeable future. The students then wrote an article summarizing their findings. Again, this is just one example. I am a science teacher, so many of my examples will be science related. It doesn't mean they have to be. Let your students get creative!
19. Collecting and analyzing artifacts -
Have students collect and catalogue any number of artifacts they find during their travels such as insects, leaves, shells, soil, rocks, flower petals, etc. They can even map their findings and examine how environmental factors might play a role in what artifacts were found where. For example, they may find very different rocks at one stop than they do at another. Students can research and analyze why this might be.
20. Maker projects/ STEM -
Have students observe a problem associated with car travel, such sore backs from sitting too long, and design and create a solution to the problem. I saw a video on Pinterest a while back of students games that could fit in the side pocket of their backpack to bring on an airplane. The pieces had to be small, they had to have three games in one, and the whole game needed to fit in an Altoids tin. The final products were astounding. This is an example of a product engineered to make travel easier.
Thanks for stopping by! Follow Experiential Learning Depot on Pinterest and Instagram for more on experiential education. Check out my TpT store - Experiential Learning Depot - for student-directed resources. Most of the educational travel resources are free.
Again, follow up if your students have done any of these learning activities on road trips or if you have any learning activity ideas. Feel free to contact me through email at email@example.com. Parents and students, if spring or summer travel is unrealistic because of time, money, or any other obstacle, check out some of these creative ways to get your kids traveling this summer!
Happy road tripping!
To provide innovative educational resources for educators, parents, and students, that go beyond lecture and worksheets.
Sara Segar, experiential life-science educator and advisor, curriculum writer, and mother of two.