A couple weeks ago I took my two young children to the zoo. On our way home my four-year-old said "did you know that jellyfish can grow their bodies back when they get chopped up?" In other words, they can regenerate when, say, they have a close call with a sea turtle. My son learned this from chattin' it up with a zoo volunteer. He practiced communication skills, asked questions, took a social risk, and gathered information from an expert on a topic of interest.
I often talk about project-based learning on this blog because it's what I know and use in teaching. An overarching theme of project-based learning is community, from generating projects ideas to the final assessment. Students use community experts to gather information on their project topics, create innovative final products that impact the community, and present their projects to an authentic audience, one that is relevant and often public. All of the PBL components just mentioned involve the community in some way or another.
Before I get into any details on specific ways to use the community as a resource in project-based learning, let's first talk about why you would do this in the first place? Sounds like a lot of work, an extra task or thing to organize, or time away from teaching content. It can be an extra task if you let it. But you could also put some of the responsibility on your students. They can certainly and should be tracking down their own community experts and authentic audience. Community experts also deliver much of the content you would have to otherwise. It also doesn't mean you have to leave the building. As an experiential learning educator I strongly advocate for doing so, but that is not an option for everyone. If it's not an option in your situation, then bring the community to you! And your students can do the same. I'll get to some options soon, but first, why bother to use the community as a resource?
Benefits of Utilizing the Community in Project-Based Learning:
1) Development of 21st-century Skills - students learn a variety of important life skills such as resourcefulness, communication, and collaboration.
2) Real-world application of content - students make meaningful connections when they can see and experience concepts first-hand. For example, shadowing a genetics counselor would allow students to experience genetics concepts in the context of real-life.
3) Building a professional and personal network - students develop a hefty network that could lead to future references, job offers, lifelong mentorships and even friendships.
4) Strengthening the community - community collaboration puts students in a position to actively work at breaking down walls between students and community members that may have developed due to misunderstandings or stereotypes. There is so much to be learned from others, and not just from their expertise, but from their stories.
5) Access to resources you may not be able to offer - I took a graduate class with the biotechnology department at the University of Minnesota several years ago. They offer up their equipment to educators and their students, which I have taken advantage of many times. There have been a variety of scenarios where my students have needed a resource that our school couldn't provide, from actual materials to expertise or skill.
How to Use the Community as a Resource in Project-Based Learning:
The following are ideas or ways that I have personally used or have seen coworkers use the community as an element of learning experiences. You do not have to be doing project-based learning to include community resources in your curriculum. Use some of the suggestions below and adapt them in a way that works for you and your learners.
These are only a few options of many. When planning community involvement in your curriculum, consider the topic of study. Take constraints such as time, your own skills, equipment and space into account. Think about your needs and how a community member might be able to fill that role or provide that resource. It may seem like an additional task to an already demanding load. But if you plan well and put some of the responsibility on your students, it may actually feel like you're saving time, and the end result is worth it. The benefits are worth it.
What are some ways you currently use the community your curriculum? I would love to hear more examples. If you don't currently, what is keeping you? What obstacles do you face and how could you work around them or work through them?
Follow Experiential Learning Depot on Pinterest, Instagram, and Facebook 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".
The Importance of Intergenerational Learning Experiences
The young and the old and everyone in between living, playing, and working side-by-side is a tale as old as time. Yet that tale seems to be one of the past. We currently find ourselves in a
society where those interactions across age groups are few and far between.
Once upon a time intergenerational relationships formed organically. A family living in tight corridors was necessary for survival. Children, parents, grandparents and so on worked and lived as a community working toward the same goals. Their lives were interconnected. Today we live in discrete units. We have our own goals. We have our own lives from 9-5. Students split up by age. A greater role is placed on peers than ever before. Modes of communication have drastically evolved from my grandma's generation to my daughter's generation. Heck, communication has changed dramatically in the past 5 years let alone the past 50 years. Information is at our fingertips. Why ask grandma about the Dust Bowl when I can ask Alexa? I can ask her in the bath. I can ask her while I'm driving. I can even ask her at 3 in the morning when grandma has been long asleep.
Alexa has become such a fixture in our household, that not only does my daughter know how to get what she wants from her, but she also thinks Alexa is a real person. Living with us.
Now don't get me wrong. I don't believe that the changes we've seen, especially in the recent past, are necessarily bad things. Especially when it comes to technology. These changes are here to stay and are continuing to evolve as I write this. The best thing I can do as a parent and teacher is embrace it. But I also don't want to see my children or my students (or myself for that matter) miss out on the amazing benefits of intergenerational relationships.
Before going on I want to be clear about the definition of intergenerational. The way I mean it in this context is in connection with learning. Intergenerational learning is when those from varying age groups learn from each other. It's not a matter of being in the same room at the same time with people of all ages, like in a movie theater for example. It's working together with the intention of learning from one another. And yes, older generations CAN learn from younger generations, regardless of what you've heard about millenials, or your fears about Generation Z! Everyone has a role to play.
Benefits of Intergenerational Learning Experiences:
1) Learning from each other.
2) Building a stronger, healthier community of trust, reliance, and collaboration.
3) Discovering commonalities.
4) Provides opportunities to see different points of view.
5) Breaks down misconceptions, judgements, and stereotypes.
6) Those involved gain skills from those that are more experienced. This goes both ways. There are skills that young people have that some older generations struggle with. Tech literacy is one example.
7) Older generations can help children develop a healthy self -concept (self-esteem, confidence, identity, ideals, values and priorities.)
8) Intergenerational relationships can provide personal one-on-one attention to a child if approached as a mentorship experience.
9) Gives children someone other than a parent (fear of parental disappointment) or peer (fear of judgement) to confide in.
10) Elders with intergenerational friendships report better mental wellness.
Ways of Making Intergenerational Learning Experiences Part of the Curriculum:
1) Consider developing a mentorship program. Bring mentors from various generations to spend time with your students. They can play games, read to each other, chat, build something, etc. But the interactions should be one-on-one and should occur regularly.
2) Start a technology literacy volunteer committee. This would work well for older students. Pull together a group of kids that would like to offer tech lessons to those in the community that need it.
3) Start a club that community members of all ages can join. Ex: book club, knitting club, chess club, etc.
4) Incorporate intergenerational learning experiences into your current curriculum. Don't change anything, just add community volunteers to work with your students in the classroom.
5) Along those same lines, assign a project specifically designed to provide intergenerational learning experiences. I created a PBL project on generations that asks students to interview several individuals from different generations.
Check it out here: Project-Based Learning: Generations.
6) Organize shadowing experiences. Older students can arrange shadowing experiences with community members from different generations outside of the classroom. Urge them to make this activity a regular occurrence, not a one time thing.
7) Pen pals - if mobility is a challenge, consider a pen pal program with any number of mixed- generation facilities. An assisted living facility is one option. These relationships don't have to be between children and the elderly, however. My high school students used to go to an elementary school once a week to read to first graders. That is also an intergenerational learning experience that benefits both parties.
8) Form an Intergenerational community service crew to give time to improving the community. The purpose of this would be to bring various skills and ideas from different generations to the table. It's also a great way to learn from each other while working toward common goals.
These are just a few ideas. There are many possibilities. Play around with what might work for the age group you work with, your schedule, the number of students you have, your level of flexibility, mobility and more. What works for you and your students may not work well for others. But don't let these obstacles stop you from providing intergenerational learning experiences to your students, or if you're a parent, to your children. There is so much to gain from intergenerational relationships. Don't waste an opportunity!
Check out Experiential Learning Depot on TpT for more experiential learning resources. You can also follow me on Pinterest, Instagram, and Facebook for more on experiential education.
I talk about experiential learning a lot in my life. It's in the name of my blog and my TpT store, Experiential Learning Depot. I consider "experiential educator" to be my job title and path of focus. "Experiential learning" is strongly built into my daily lexicon and philosophy of education. I find people asking me on a regular basis to explain what I do as an experiential educator. A lot of people come wanting to know more about experiential learning and how they can work it into their curriculum. The good news is that it's a great learning tool for people of all backgrounds, learning styles, skill levels, and interests, and it's fairly easy to implement if you know the essential components. There isn't really any bad news other than there are some misunderstandings floating around about what it is and who can benefit from it.
Based on Instagram alone, I have noticed that experiential learning is often associated with outdoor education. The Instagram hashtag, #experientiallearning, is loaded with photos of students hiking, traveling, and getting their hands dirty. This can be experiential learning, but isn't always, and outdoor education is certainly not the only form of experiential learning. So let's iron out what it is exactly and how you can utilize it with your students.
In short experiential learning is learning through experience. It's getting actively involved in learning. Hands-on activities aren't necessarily experiential learning activities, however. There are specific elements that make is different. Project-based learning can be experiential, as can inquiry-based learning, problem-based learning, community learning, service learning, and simple hands-on activities, just as long as the following characteristics of experiential learning are utilized:
What is Experiential Learning?
1. Students are actively involved -
Students should be actively, not passively, learning through the learning experience at hand. What experiential learning IS NOT is lecture-based. Students should be involved.
2. Students have the freedom and support to make mistakes, and outright fail at times -
Part of learning through experience is gaining skills and knowledge throughout the entire process, not just from the outcome or final grade. Allowing students to feel they can fail, revise, and try again takes off some pressure and encourages an attitude of willingness to improve. This is an important competency to have in life-long learners.
3. The experience is personalized -
An activity is experiential when it's meaningful to each individual student. The activity should meet the diverse need, backgrounds, interests, goals, learning styles, and skill levels of each student.
4. Students see a connection between the content and the real world -
Connecting an activity with real-world context helps students find meaning and purpose in what they're doing. The brain needs real-life connections to retain information.
5. Students can see purpose in the activity -
Students should know why they're doing what they're doing. If students see their final score as the sole purpose of the activity then something is missing. With purpose comes an intrinsic motivation to learn.
6. Student-directed -
Student's should have control and investment in their learning. Any experiential learning activity should be student-driven or at a minimum, student-centered.
7. Reflection -
Reflection is a big one. I believe that reflection should be a key component to any instructional approach, not just experiential learning. Students should have ample opportunity to look back at their successes and failures (which there will be in experiential learning). They should analyze their work, not just the final outcome, but the entire learning process. It encourages acceptance of constructive feedback and continuous self-improvement through life.
Bonus: use the community as a resource -
Community outreach is a huge plus when it comes to experiential learning. It might mean bringing students out of the classroom to utilize a community resource, or bring community resources into your classroom. You could bring community experts in as speakers, helpers, or teachers. Utilizing community experts in an important part of project-based learning, but I think it enhances ANY learning experience and shouldn't be limited to PBL.
Now, here is an example. I am technically a biology teacher. I teach the basics of neurology, and when I do, I invite someone from the University of Minnesota neurology department to come in to talk about their research. In the past they have brought with them an actual human brain, a resource I am personally unable to get my hands on. That is a valuable resource that brings out some of the elements of experiential learning listed above.
Now take a hands-on activity that you like to do with your students. Do the above elements fit in with the experience? If they don't it's not exactly experiential learning, and you may not be getting the outcome or understanding of the content that you're hoping for. For example, you might have your students doing a lab in chemistry. It's hands-on learning. It's not a worksheet, so that's experiential learning right? Not necessarily. If it's a prescribed recipe then students are missing the personalized learning component. The experience isn't student-directed. It may not connect with the students' reality or the real-world. It is not active learning, it's passive. Just because it's hands-on does not make it experiential. Go through the checklist with a favorite activity to see if it's experiential. If it's not, consider modifying the lesson to make it experiential. The outcome is a student that has a lifelong passion for learning and actually understands and absorbs the content.
For experiential learning resources check out my TpT store Experiential Learning Depot.
I like the article below on experiential learning. It's a long one, but it would act as a great manual for educators new to experiential learning. I also give it credit for helping me out with this blog post. "Best Practices in Experiential Learning" - prepared by Michelle Schwartz
Happy holidays everyone, and a great final week before break if you're still working!
Click here for full article: Government to Hold School Debate on Climate Change
Student Activism on Climate Change - Students Get Vocal
I came across this article this morning and haven't been able to stop thinking about it, so I'm going to write about it! I'm so inspired, and want to spread that feeling.
Over 100 schools across Uganda will convene this upcoming Monday to debate on climate change. This event was organized by the government with the intention of "inculcating patriotic values and norms in order to develop resourceful, responsible, disciplined, and resilient citizens, who are committed to protecting the country’s resources."
I know now from 9 years of experience working with teenagers that they often have the best ideas and the most unique and creative solutions. They blow me away on a regular basis. My children and my students are growing up in a very different world than I did, with unique perspectives, resources, and skills. This event in Uganda not only gives student's the chance to speak on the issue, but to proffer solutions, and to propose initiatives that can be adopted nationwide. Ideally, globally. Uganda is setting a great example for the rest of the world, which is not only to pay attention to climate change, but to utilize the ideas that come from the most underutilized minds - those of our students!
I took a course on teaching climate change with the National Museum of Natural History. It was a really great class that I highly recommend for those of you interested in teaching climate change. I'm going to get some project-based learning climate change curriculum up in my store at some point, but that'll take some time. Climate change is also not really the point of writing this post. My point is more about the ways in which students can AND should get involved in important global issues. The debate event in Uganda is a great example.
I recommend checking out my "community action project" lesson at Experiential Learning Depot. Students use the templates to create a project around any issue, climate change if you wish. They can do this by raising awareness, advocating for legislation, organizing fundraisers, donating their time, or any other creative mode of action they would like to undertake. These projects can be done independently, in small groups, or as a large group project. My students have done community action projects on climate change. Check out these examples:
Climate Change Community Action Project Ideas:
1) Create an awareness campaign - each student created a promotional video or poster that educated the public on climate change, specifically communities most heavily impacted by climate change. They then shared their work on social media.
2) Interview businesses in the community on the impacts of climate change - I traveled with students to the Big Island of Hawaii in 2017. We toured the island interviewing business owners, those in agriculture, landowners, citizens, etc., on how they saw climate change impacting their livelihoods in the future or how they might already be feeling the effects of climate change. The interviews were eye-opening. We may not have coffee in 20 years! You do not need to go to Hawaii to do this project! I live and teach in Minnesota, and according to stats, Minnesota is one of the most vulnerable states in the U.S. to the impacts of climate change.
3) Organize a drive or fundraiser for climate refugees - this could be a group project or an independent project.
4) Host a school event such as a speaker series - invite climate scientists, business owners, aid organizations, students, renewable resource companies, ecologists, and more to come speak on their perspective.
5) Finally, host a debate! It is reasonable to do this with your own class. If you're ambitious, host a state-wide event.
To see more on the trip to Hawaii and the climate change project, check out The Jennings Experience. This was a student travel blog I kept when I was teaching.
Thanks for stopping by on this Friday afternoon. Have a fantastic weekend everyone!
Follow Experiential Learning Depot on Pinterest, Instagram, and Facebook for more on experiential education, and check out my TpT store for experiential learning resources.
Learning Lab: A Project-Based Learning Case Study
I came across this article today and wanted to share. It's such a great example of project-based learning. which is something I talk about a lot on this blog. Project-based learning is one element of experiential learning. It promotes observation, asking questions and exploring the world around you.
Plainfield Schools in Indiana recently launched their "Imagination Lab", which is a project-based learning environment for students of all ages. Learners build, create, problem-solve, experiment and inquire.
Whenever I broach the subject of project-based learning I'm hyper-focused on the way PBL fosters a passion for learning. That is very important to me because I know you need a love for learning before other skills and competencies can be achieved, such as motivation and productivity.
Friends of mine, family members, community members, and even some of my students' parents often had concerns about project-based learning. Is PBL preparing my child for the real-world? College classes are typically lecture-based. How will my child transition from a student-directed learning environment to a teacher-centered one? My answer to that is that project-based learning gives students the skills and competencies they need to adapt to any environment they land in. Learning Lab is a fantastic demonstration of this point. Check out the article for more on PBL and one school district's success story.
"In Plainfield schools you'll find fun, slime, and the joy of learning"
4 Reasons to Integrate Current Events into your Curriculum
Ok, so you're not a social studies teacher. Current events don't apply to you or what you're doing with your students. Or do they? You don't have to be a social studies teacher to fuse current events into your curriculum. All subjects can incorporate current affairs into the curriculum.
I'm a life-science teacher, and I incorporate science news into my classes regularly. All teachers can and should include current events to some degree in their classroom, and this is why:
1) Bring current events in class, and 21st C. content will follow:
It's important as teachers that we stay up-to-date. The world is changing, and it's changing quickly. If we want our students to have a shot at a decent life in the 21st. century we have to prepare them for the 21st. century. Part of helping them prepare for that world is giving them ample opportunities to know what's going on in it. Raise your hand if you've had a teacher that has clearly been delivering the same lesson for 30 years. You know the one. Don't let that be you. Our students deserve better.
2) Awareness of local and global issues help students build important life skills:
A deeper understanding of current topics in the news expand students' world view. This alone helps student develop essential competencies for a happy, healthy and productive future. Insight on what's happening in the world engenders empathy and compassion. It fosters responsible and active citizenship, a curiosity about the world outside of one-self, and an educated viewpoint. Education is a catalyst for change in the world. Student can and should be a part of that.
3) Incorporating current events is low-prep:
What educator doesn't want low-prep? We can be great, caring educators and still want to be smart with our time. The content is already there when it comes to current events. The only thing you need is an idea of how you want to implement it, what structure you'll apply, when and how often you'll work current events into your class, and what resources you'll utilize.
4) Current, relevant pedagogy nurtures intrinsic motivation to learn:
It shouldn't be surprising to any educator that students learn more when they can connect with the material. The material should be relevant, compelling, and important to the students. Providing student choice is a plus. News is interesting, especially if you're hitting up the best resources. You know your audience. Try a few different approaches with your students to see what works. If you're an art teacher, for example, try assigning a project on "art and activism."
Current Events Resources for all Subjects:
Vice News Series Worksheets and Extension Activities:
Vice News is super gritty, which students, especially teenagers love. They cover a wide range of topics, which is why it's great for a variety of subjects, not just social studies. The link above will bring you to a "bundle", 22 episodes, but you can pick and choose episodes in my store as well. I show a Vice episode every Monday in class to start off the week. My students love "Vice days".
Project-Based Learning - Current Events:
This is a good one for a variety of subjects as well because it's a generic template. If you want your students to focus on a specific discipline, ask that they're current event for this project relate to that concept.
Community Action Projects:
This is my latest resource. I like this one because it gives students an opportunity to act on a local or global issue. If you're an environmental science teacher, ask your students to focus their action plan on an environmental issue that's hot in the news. If you're a health instructor, ask that students act on a community health issue, and so on. This project gives student choice and provides all of the those life competencies that I mentioned above.
Experiential Learning Depot cyber sale ends today, so check out these resources before midnight tonight! Get those kids reading the paper! Good luck!
Student Activism with Community Action Projects
My entire teaching career was at one school, Jennings Community School. The philosophy is written right there in the name. Wayne Jennings started the school with "community" as the foundation for learning. In nine years teaching there I developed a deep appreciation for student involvement in the community.
Students have the capacity to make massive waves of change because they are young, technologically savvy, and many injustices happening in the world today are happening to them, impacting them directly. What they need from us are the tools, skills, and knowledge to have their voices heard. They have opinions, they have ideas. They just need a nudge and some guidance.
I designed a project that gives students the tools, skills and knowledge they need for a lifetime of community activism. Check out Community Action Projects at Experiential Learning Depot. Community Action Projects teach many important social-emotional skills such as empathy and self-reliance. They help students develop essential life and career skills such as networking and responsible citizenship. Most importantly, action in the community gives students the tools to make a positive impact long after they have completed the project, finished the class, or graduated from school.
There are many ways students can take action in the community! Here are four such ways:
1) Giving Time/Volunteering/Community Service:
Service learning is one way students can be active in the community. Encourage students to give thanks this holiday season by giving back! Help them organize a community involvement club, have a weekly community clean-up day, regular visits to a food shelf and so on. Inspire students to identify community issues that matter to them, and give their time to that cause.
Students love fundraising! Encourage them to direct that spirit toward a cause that is meaningful or relevant in their lives. Many people don't have the means to donate money from their own pockets, especially students. They can plan and host a fundraiser for a specific cause and donate money to a worthy cause that way.
3) Advocating for Legislation:
This is a really important learning experience for students to have in my opinion. In many cases it is the most effective course of action one could take. The Minnesota Association of Alternative Programs (MAAP) coordinates an annual "Legislative Day", where students from across the state come to the capital to speak with their legislators. This is a powerful way for students to be heard. This type of action also teaches students important citizenship concepts, among other things. I had a student who personally contacted her legislator, who traveled all the way to Jennings to meet with this student. They met one-on-one to discuss a bill that would help ex-convicts get jobs, an important and personal issue to this particular student.
4) Education/Raising Awareness:
Education is the most effective course of action in making long-term change. Say what you will about social media, but in this case it is a huge ally. Information travels fast, far and wide when shared on social media platforms. Students are especially competent with technology. A simple awareness campaign poster posted on social media will reach more people in 5 minutes than a flier would in weeks, for example. Encourage your students to utilize these 21st C. communication skills to their benefit and the benefit of the community.
There are so many ways students can be active members of their communities. They don't even have to get radical if you're not up for that. What seems like a small and simple gesture may not be small and simple for some. I had a student who wanted to get a crosswalk put into a high traffic area near the school. Getting a crosswalk put in may not bring world peace, but it's something, and an important something to that student and her community.
Change the world one project at a time! Have a great school week everyone.
Get your students exploring business ideas as a classroom activity, and maybe even see those ideas through...
My 4 year old son, Charlie, has been requesting, more like demanding, that we buy him toys. Not just every time we leave the house, but now toys can be purchased right from our couch. He has discovered Amazon. My attempt to explain greed, materialism, poverty, waste, the difference between needs and wants to a 4 year old has been unsuccessful.
And anyway, does my 4 year old need to know about human suffering this early in his life? Maybe, maybe not. We can save that discussion for another day. Regardless, he wasn't getting it. That approach didn't work.
So I tried something else. I told him he could earn money and save it for "wants". We discussed how a four year old boy might go about doing that. He observed that some kids make money with lemonade stands. We determined that it was too cold for that. I asked him what kinds of things we eat and drink in the fall? He said hot chocolate. We didn't have ingredients for hot chocolate. He reminded me that we had two gallons of apple juice left over from his sister's birthday party the week before. That is how "Hot Apple Cider Central" got it's start.
Charlie designed a sign (what it should say), and I wrote it out. He decided where the sale would be, and what extra treats he could give away to lure in customers. I showed him how to post an advertisement to our online neighborhood forum. He had to brainstorm and engineer a way to keep the apple cider hot outside. I introduced to him the Crockpot. He even chased neighbors down the street shouting "apple cider for sale!" We then had a conversation about appropriate sales tactics.
Charlie made $4 his first day out. He charged his customers "5 monies" for a cup of apple cider. Considering he has no concept of money, I'd say $4 was a success! But the bigger success was the knowledge and skills gained in the process, and the pride he took in his work.
All of us are entrepreneurs at heart. Check out this free graphic organizer from my TpT store, Experiential Learning Depot. It is a guide for brainstorming business ideas, geared toward all ages and skill levels. It would be a fun activity to incorporate into your class, or could be treated as the starting-off-point to something bigger, like writing an actual business plan and hosting an exhibition night to show them off.
If you use the graphic organizer with your students or own children, I'd love to hear about some of their business ideas! Thanks for reading.
Follow me on Pinterest (Experiential Learning Depot) , Instagram and TpT for more education resources and ideas!
Experiential Learning Travel Mishaps and the Lessons Learned
I like this quote from John Dewey. Although there have been trip-ups on every travel experience I have ever taken, with students and without, there are lessons to be learned from all of them. Struggle and failure, albeit annoying, are catalysts for learning, especially when combined with purposeful reflection. The intention of these posts is to tell stories of hardship, complication, unexpected obstacles, defeat and downright failure. But most importantly it's to encourage persistence. Along with calamity comes new knowledge, change in current thinking, and self-growth. Not just with travel blunders, but with mishaps in life! Failure isn't a set-back, it's progress.
Check out this free school trip reflection on my TpT page. It can be used for a field trip or something more elaborate like a camping trip or travel experience abroad.
Alright, upward and onward! I'm back with part 2 - another story of adventure and mishaps on school travel experiences.
"You'll have to wait here for an hour. You can't drive in your condition" - Big Island, Hawaii
I took several girls to Hawaii in 2012 on a marine biology trip, entirely planned by a student. Check out How to Plan a School Trip - Student Led Project (free) at my TpT store if you're interested in assigning a theoretical or real project. Hawaii is an awesome place to travel with students because the best learning experiences are free. Everything you want to see is outside, so aside from spendy excursions, money spent on activities really doesn't exist. This particular student probably spent 100 hours of her life fundraising for this trip, so I told her she could choose one excursion for the group to go on. She chose night diving with manta rays. I was nervous about it from the start. I wasn't sure about swimming at night. I'm from the Midwest, no ocean in either direction for over a thousand miles, so my perception of the ocean is essentially what I've seen on TV, which comes dominantly from Shark Week. Shark Week has led me to believe that under no circumstances should anyone be swimming in the ocean at night! The biologist in me knew this was probably irrational thinking, and that's what this student wanted to do, so I went ahead and booked it.
I scheduled our dive with the manta rays for the evening of our second day on the trip. The girls were so excited to do this. The excursion required a 45 minutes boat ride to get to where the manta rays hang out. Some of the students had never been on a boat before, and few of them had never seen the ocean. The captain of the boat allowed the girls to go to the top deck where they could see better. I think the students would have been satisfied if we had only done a boat ride. It was that amazing. The view of the coastline was gorgeous at dusk, the ride was a little bumpy and wild, but what teenager doesn't like that? When they went to the upper deck they looked out to see schools of dolphins surfing the wake. It was an unbelievable experience for the students, one they will never forget.
We finally arrived at our snorkeling site, and began to get geared up. I noticed one of the students in a daze. I asked her if she was OK and she didn't respond. She was sweaty and clammy and her face was turning a scary green color. I leaned in a bit closer to ask again, thinking maybe she didn't hear me, and in that exact moment she sprayed vomit across the entire boat. That probably that dramatic, but it's how my brain has shaped this particular memory. Her instinct understandably was to find the edge of the boat and vomit into the ocean as to avoid puking in the boat or all over herself. The boat crew in unison dove at her with buckets to stop her from vomiting in the water. At this point the boat was parked in the water and we were still sitting on it. There wasn't a dock or slip to pull our boat into so the kids could get out onto dry land. We had to sit on the boat, and at this point it was rocking on 5 foot waves. The crew encouraged the student to get in the water to relieve some of the discomfort associated with her sea sickness.
We got in the water and proceeded to observe one of the most spectacular sights I've ever seen. Manta rays are massive creatures and they're not afraid of people. These weren't anyway. So they swam right next to our bodies. We put our faces in the water, and looked down, and they glided and danced all around us. Some even swam right up next to our bodies, like we were lying on a manta ray bed. It was wild and exhilarating. Thankfully in the water the sick student felt a little better, but at some point we had to get back in the boat to take the same ride home. So we did. Within minutes she was vomiting again, only now ALL of the students were sick too. Every single student on this trip was sick and vomiting in unison. I have never seen anyone sick like that in my life. They weren't just nauseous. They were delirious. One student didn't speak at all for the entire duration of the boat ride. Another was saying things that didn't make any sense. I felt like another was going in and out of consciousness. At one point I looked around and it was just a pure vomit bath. The boat ride was so wild that some of my students were getting thrown around the boat, buckets in hand, vomit everywhere. Again, a little dramatized perhaps, but this is how my brain has preserved this memory.
I thought I was in the clear. We were SO close to home, when suddenly I felt nauseous myself. This deep, pit in my stomach persisted no matter what I did - stood up, sat down, closed my eyes, put my head in my lap - I couldn't make it go away. My body started to ache like I had the flu, I got a headache, I was completely disoriented. And then we arrived. The girls got to dry land as fast as their legs could carry them, which wasn't fast considering they were all violently ill. I stumbled off the boat, in shock that I never actually threw up myself.
If you've ever been sea sick you know that you aren't immediately fine as soon as you reach dry ground. My students were definitely not fine. I was not fine. We got all of our things loaded into the car, I turned the key to the ignition, started to drive out of the parking lot and had to stop. I could't drive. It felt like our car was in the water, bouncing up and down on waves. I felt drunk. I stopped the car, got out and sat on the curb. A crew member from the boat came over and said I should wait it out for at least an hour. I never even threw up, but the boat ride was enough to make me feel like I was intoxicated.
The lesson learned from this experience was simple. Be prepared for anything. I was so consumed by the irrational potential for sharks that I didn't bother to think that someone could get sea sick. Motion sickness is very common. Shark attacks are not. The experience was so magnificent. It's a little sad to think that one student was so sick that she vaguely remembers being there. She missed it, and may never have the chance to do it again. From that point on I have been sure to cover every possible angle. That's hard since you can't plan for everything. Next weeks story of adventure and mishap is case in point. Stay tuned....
Follow me on Pinterest (Experiential Learning Depot) and check out my TpT store, Experiential Learning Depot, for more educational resources.
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.