Recently, I was engaged in an academic discussion about the different learning models designed specifically for gifted students. As I was describing one, my professor said, “Why can’t we do that with all students?”
Why, indeed?
Generally, current pedagogy allows the gifted student freedom of choice. They are usually encouraged to select topics of inquiry that interest them and are often allowed, as in the Renzulli School-wide Enrichment Model (perhaps one of the most famous and copied models), freedom to choose the method by which they can demonstrate mastery. Most gifted education programs have fluid boundaries and the gifted student is not expected to fit inside anybody’s box. Not your box or my box. Just get rid of the boxes altogether.
Strip away the fancy jargon and the aura of elitism and what do we have? Good old-fashioned problem –based learning with a side of differentiated instruction.
Now, Dr. Renzulli himself suggests that all students should have these types of opportunities (see video). But our public school systems don’t usually agree. When standardized tests deem that students are less than proficient in the basic academic skills, we supplant opportunities for enrichment with more remedial classes. So, we take a student who is already struggling and give them even less to be interested in. Seems counterintuitive, don’t you think? Is this a set-up for success? Or failure?
Creative school leaders are using project-based learning with their struggling students and it seems to be working. For example, Principal Tom Horn, at Al Kennedy, an alternative high school in Oregon, created a school-wide model for his at risk students in an impoverished community. He chose a broad theme, Sustainability, and divided his school into five cadres. Each group focuses on one specific aspect of the overall topic: water, agriculture, energy, forestry, or architecture. These students are building and hypothesizing and testing and creating and LEARNING. Attendance and graduation rates have dramatically increased, while test scores are improving, albeit not quite as quickly. Added benefits are those less measurable traits such as teamwork, responsibility, and community involvement. Projects like these also require creativity, innovation and critical thinking. And I’ll assume that these students feel a fair amount of pride and accomplishment, perhaps a vision for their own future career.
Skeptics may say, “Hold on a minute. Where is the Reading,’ Riting, and ‘Rithmetic?” It’s there; it’s just been disguised as part of the fun. When a student needs to calculate how many seeds are needed for a prescribed section of the garden or how far apart to plant them, that’s algebra. When they need to document their results or submit a report to the community, that’s language arts. When they need to understand why a plant did not survive, that’s reading. All of those real world skills we talk about are being developed in these real world applications.
The more I read about these types of ventures, the more I am convinced that project-based learning aka enrichment opportunities can serve at-risk, low performing students. However, until those at the top of the education chain of command are convinced, they will continue to say ‘Why?’
How many of us will say, ‘Why not?’
References
Heitin, L. (2012). Project-Based Learning Helps At-Risk Students. Education Week, 31(29), 8-9. Retrieved from https://lynn-lang.student.lynn.edu/login?url= http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=74729024&site=ehost-live
Renzulli, J. (2016). Enjoyment, Engagement and Enthusiasm. The Brainwaves Video Anthology. Retrieved from https://www.youtube.com/watch?v=dFHNr_T6TSY
As a college professor and educator, I always ask, “Why not?” I try to figure out what type of lesson will fully engage the students so learning becomes a critical memory for them. I have found project based learning is one of the best approaches to use with college level students. This allows students to work together and showcase their strengths and for some, hide the challenges they do not want others to see. In the end, their projects are a culmination of their strengths and they show pride in their achievements.
The video clip is so informative – I agree with the three “E’s”….if I enjoy the development of my lessons, show enthusiasm for what I am teaching and engage my students in the lesson, we all learn together so much more effectively!
I love this Robin! This article made we reflect on my own educational experiences as a child. I have always been a visual/ hands on type of learner. I took pride in completing my projects. I could only imagine how it would be for students who have not been given this opportunity. Project based learning not only provide students the opportunity to develop critical thinking skills and creativity but it also helps them to develop their social skills and establish important skills such as turn taking and problem-solving strategies. Thanks for sharing!
Your post makes me wonder who the education system is serving? It seems that we’ve moved away from teaching the students and replaced it with critiquing educators/administrators. The accountability piece of education is taking away from outside the box thinking. It seems that the only schools that are creative with instruction are those that have nothing to lose as you note with Al Kennedy High. I think that it is important that we continually try to improve our system without the fear of punishment.
Like so many issues in public education, the ones who need the most do not have a voice. From an administrative perspective, it behooves any school to try their hand at using this type of curriculum with the students who have the greatest needs.
The open ended nature of the process will almost certainly offer these students a more accessible bridge to discover their true ability. Once any student begins to learn, especially her he or she has had a direct hand on it, most will love that great feeling and keep working more seriously toward mastery.