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Field Trips of the Future
3
submitted by Margi Slomiany
from Mary, Mother of the Redeemer
Catholic School
The SPENT Project
Examining the Impact of Poverty
For one unit I teach on stress, health, and coping,
I incorporate SPENT — an online game that
demonstrates the impact that poverty has
on individuals.
Setting Sights Higher
submitted by Gregory Severino
from Our Lady of Calvary School
My students play the game during one class period on
their iPads, then fill out a brief survey. They identify the
issues faced while living in poverty, their feelings about
the experience, as well as any personal connections they
feel comfortable sharing.
I can tell by my students’ facial expressions and body
language that this is an eye-opening experience.
In survey responses, they write about the sacrifices
made to support their families, the connection between
life choices and moral development, and the many
obstacles faced by those in poverty, ranging from
unemployment to lack of social support. They also
mention a range of emotions — anger, guilt, stress,
fear, and anxiety among them — accompanied by
powerful rationale.
My students learn a great deal from this activity. Some
feel less alone and better understood by their peers.
Others gain a newfound appreciation for their situations.
But all of them gain a deeper understanding of the
lesson, the community, and themselves.
Through these and other project-based assignments,
I’ve had the opportunity to not only cover course
Learning to LEAD
submitted by Elaine McDowell
from Holy Trinity School
content, but to teach students about personal
development and the societal issues that impact their
communities. Enthusiasm and engagement levels have
increased. And my students have learned important
lessons about the power of critical thinking, the
importance of making real-world connections, and the
significance of their education journeys.
I genuinely believe that project-based learning has
helped my students become better equipped to succeed
after graduation. And moving forward, my goal is to
promote continued dialogue about project-based
learning at my school — and to challenge
other educators to do the same in their own
learning communities.
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