Project Learning

Project learning, also known as project-based learning, is a dynamic approach to teaching in which students explore real-world problems and challenges, simultaneously developing cross-curriculum skills while working in small collaborative groups.

Because project-based learning is filled with active and engaged learning, it inspires students to obtain a deeper knowledge of the subjects they're studying. Research also indicates that students are more likely to retain the knowledge gained through this approach far more readily than through traditional textbook-centered learning. In addition, students develop confidence and self-direction as they move through both team-based and independent work.

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In the process of completing their projects, students also hone their organizational and research skills, develop better communication with their peers and adults, and often work within their community while seeing the positive effect of their work.

Because students are evaluated on the basis of their projects, rather than on the comparatively narrow rubrics defined by exams, essays, and written reports, assessment of project-based work is often more meaningful to them. They quickly see how academic work can connect to real-life issues -- and may even be inspired to pursue a career or engage in activism that relates to the project they developed.
Students also thrive on the greater flexibility of project learning. In addition to participating in traditional assessment, they might be evaluated on presentations to a community audience they have assiduously prepared for, informative tours of a local historical site based on their recently acquired expertise, or screening of a scripted film they have painstakingly produced.

Project learning is also an effective way to integrate technology into the curriculum. A typical project can easily accommodate computers and the Internet, as well as interactive whiteboards, global-positioning-system (GPS) devices, digital still cameras, video cameras, and associated editing equipment.

Edutopia focus on learning

Lit Circle By: Kate

Discussion Director, passage picker, summarizer, word wizard, creative connector, artful artist, these are all new classroom jobs we have in 5^th grade.  These are not the daily jobs we were assigned at the beginning of the year.  However, these are the jobs we have started in Literature Circles.  The past two weeks we have been working in small groups called literature circles or book groups.

The class was given a choice between three different Roald Dahl books, Danny Champion of the World, The BFG, and The Witches.  Some students had read one or two of these titles, but many students wanted to re-read a book.  Our literature circle is organized like a book group or book discussion.  Each student gets an opportunity to share something at the meeting.  Each job has a specific task, and the jobs rotate every meeting.  The meetings have been really great.  We get the chance to hear what our classmates are saying about the books we are reading.  We will continue running literature circles this year in 5^th grade with other books.

Blue Hills By: Ryan

 “We are going to hike in the pouring rain, really?” Patrick

“Yes, but if it is too wet we can always have the bus bring us to the top of the hill.” Mr. C

“We should hike no matter what!” Daniel

The destination of our class was, Blue Hills Weather Observatory.  In science we’re in the middle of a unit on weather documentation and observation.  The bus ride to Blue Hills was extremely long.  When we arrived in Milton we were glad our teachers decided to hike the Hill. The hike up the hill was about thirty or forty minutes. The cold weather made the large droplets feel like sleet.  When we arrived at the Blue Hills Observatory, two gentlemen showed us into the building.  The grade was broken up into companion groups.  Each group had a different activity that they were going to do.  The two groups would then switch and do the other activity.

The first activity was to learn a little background information about the weather observatory.  We watched a newscast about the weather station, and went on a scavenger hunt through the small museum looking for answers to our worksheet.  We also got to see a member of the Blue Hills team, Mr. Skilling, recording weather information.  This year Mr. Skilling is celebrating fifty years of work at the Blue Hills Weather Observatory.

Our second activity was building our very own weather kites.  We called the kites that we built, flexible flyers.  Along with balloons, these kites help weather observers record weather data. The data collected helps meteorologists record changes in the region over a period of time. The trip to Blue Hills was a complete success.  We are all very excited to see what we will be doing next in science.

Plimoth Plantation By: Anitra

On the shores of Plymouth, Massachusetts there is a landmark that played an important role in the Puritans’ trip from Holland to the New World.  Aboard this merchant vessel passengers were forced to live amongst livestock and cargo. They traveled onboard this ship to the new world, and today in the harbor there is a life-sized recreation of the Mayflower, rightfully called the Mayflower II.

Three miles down the road, at Plimoth Plantation, the class was able to visit a Wampanoag homesite and the 1627 Plimoth Colony. The Wampanoag homesite was filled with Native Americans that dressed in traditional clothing worn by the original members of the Wampanoag Tribe.  These people spoke to us about what the effect was on their ancestors when settlers first came to this land.  One of the guides at the homesite, Robert, took time with some of our smaller groups to answer questions we brought with us.

After we had gathered an adequate amount of information from the native perspective, we traveled down the Eel River to the 1627 Plimoth Colony.  The 1627 villagers at Plimoth are actors, and they are playing roles of settlers at Plimoth seven years after landing.  The information we gathered was important for our project that we are starting in social studies.

5th Grade News

Dear 5th Grade Families,

This week, our trip to to Plimoth Plantation was fun and informative.  The students all demonstrated great appreciation and curiosity when visiting both the Wampanoag homesite and the Colonial Plantation.  Students asked thoughtful questions and recorded them diligently while waiting patiently and eagerly to interview members of the plantation and homesite.  In the coming week, students will compile their information from the trip and enrich it with research done independently.  They will then present their information to the class using visual aids and hands-on activities.  We can't wait to see what they come up with!

On another note, we had our first literature circle meetings this week.  As the students reflected on what contributed to successful meetings, they discussed how well their group members listened, how important it is for each group member to arrive prepared, how valuable it is to hear all five voices in the group, and meeting their goal of having conversations rather than a series of presentations. The thirty minute meetings are a pleasure to listen in on, and they provide even more insight into who your sons and daughters are as learners and leaders.

Have a fantastic long weekend!
Warmly,
Tanner