Pivoting in a Project-Based Classroom

PIVOTING PIVOTING in a Project-Based Classroom

by ABBEY LETTS 4TH-GRADE SOCIAL STUDIES TEACHER

Five years ago, I found my teacher “sweet spot” learning uniquely prepares students for life in working in 4th grade. Fourth graders strike a the classroom and beyond. balance between an eagerness to please and A favorite project is a cross-curricular initiative striving for independence, which makes it a studying ancient symbols. This collaborative special age group to teach. My students are effort with SMES STEAM Coordinator Wade high-energy, enthusiastic and love to connect Hanse yielded a project based on the unit covwith their friends and me. I try to capitalize on ering the Aztec, Inca and Maya civilizations these traits as often as possible in the classroom. of Central and South America. Using content As the 4th-grade social studies teacher at knowledge from the unit, students worked in St. Martin’s, my curriculum kicks off what I groups to design and create a symbol reprehope will be a lifelong love senting an ancient civof history for our SMES ilization. Symbols were students. Classwork ranges from note-taking and organization to general study skills while learning about early American history. The year began with the Land Bridge TheTHIS YEAR HAS TAUGHT ME THAT CREATIVITY AND PERSEVERANCE PUT UP A GOOD FIGHT AGAINST UNCERTAINTY AND LIMITATIONS. designed incorporating symmetry, scale and measurement concepts from math class. And students wrote a museum text describing the symbol and design proory, studying how Native cess in language arts. Americans came to North Of course, the best part and South America, and proceeds through of the project was utilizing the laser cutter in the American history touching on European explo- STEAM lab to create tiny, scaled-down models ration of North America, the 13 colonies and of the student designs etched into wood. the American Revolution. While all projects aren’t quite as involved, I’ve While I aim to provide a rigorous curriculum enjoyed planning and executing several other and equip students with essential skills for the hands-on projects that align with the 4th-grade upper grades, my passion for project-based curriculum. From a Teach-the-Class exercise on

While a student may struggle to take notes or keep track of homework, I have found that same student often shines when creating presentations, engineering a model or piloting a new technology platform. By diversifying the ways we define success in the classroom, I’m able to make learning more accessible to all of my students.

European exploration to constructing models of Native American homes using natural materials and creating soda bottle models of historical figures from the American Revolution, I love that each project allows students to lean on strengths and talents that sometimes go unused in a traditional classroom setting. While a student may struggle to take notes or keep track of homework, I have found the same student often shines when creating presentations, engineering a model or piloting a new technology platform. By diversifying the ways we define success in the classroom, I’m able to make learning more accessible to all of my students. This school year has presented a new set of challenges for project-based learning. Collaboration while social distancing along with engaging a set of virtual learners has upped my game for out-of-the box thinking to ensure students can still experience the all-important concept of working together. It’s been a year of firsts and I celebrate each success and small victory. One huge win was last fall’s Land Bridge Theory project. This newscast project had to be reimagined from a live broadcast to creation of a newspaper. Students collaborated in Google Classroom allowing them to work virtually in small groups. Individual articles were printed and the groups made life-sized newspapers to share everyone’s hard work. It was wonderful to enjoy student creativity shining through their writing and artwork as they reported these important stories about early American tribes.

Looking ahead to spring I have plans for additional projects that continue to prioritize safety and engagement. Technology has been a helpful tool during the past several months, as it allows students to collaborate while maintaining a safe physical distance. Redesigning projects to meet these parameters has required additional time and brainpower, but my students have enthusiastically embraced these new concepts and ideas, showing a true excitement for learning. This year has taught me that creativity and perseverance put up a good fight against uncertainty and limitations. I am looking forward to continuing to provide a rigorous environment that nurtures a lifelong love of learning, in spite of the challenges that we continue to face this year.