PROJECT BASED Learning
Project based learning , as defined by PBLWorks . org , is “ a teaching method in which students gain knowledge and skills by working for an extended period to investigate and respond to an authentic , engaging and complex question , problem or challenge .” It ’ s an inquiry-based process where students are placed in smaller groups and work together to develop a creative solution .
Throughout the process , students create unique projects using critical thinking , collaborative problemsolving , communication and reflection . “ Students love the opportunity to do something different , and to have the freedom to explore and pursue something based on their interests and passion ,” said Mr Fischer , Grade 5 Teacher , Junior School .
“ Students are taking content they ’ ve learned and applying it in an authentic , real-life situation ,” said Ms Kaedbey , Grade 4 Teacher , Junior School . “ It ’ s also so multidisciplinary , with the art teachers , the librarians and Ms Reyes ( Teacher , IT Integration and Education , Junior School )— there ’ s that connection across the curriculum .”
At CHS , Grade 3 – 5 students test the unique project style in class .
In the Grade 5 classes , students explored water inequality experienced by Indigenous populations in Canada , and how students can make an impact or push for change . They researched , drafted content for letters to send to local and federal leaders , and presented their findings in a style of their choice , from presentations to videos and posters .
“ It was really good to research water inequality , especially with my friends ,” said Grade 5 student Camellia . “ We got to research it and tell each other what we all learned — we can share our learning together .”
“ My favourite part of the project was the moment we were sending the letters ,” said her classmate Emma . “ I felt like I made an impact .”
Grade 4 students focused on building Rube Goldberg models to visualize various forms of energy . Students Chloe , Aryana and Alice worked on a self-watering plant machine .
“ We learned that watering a plant is easier with a machine ,” said Aryana .
Chloe added , “ And we learned how energy transforms !” The exercise also taught students how to work together through various ideas .
This year , the Grade 3 classes created prototypes of boxes to prevent erosion caused by water , wind and ice . Grade 3 students Samantha , Alexa and Anna worked together to create their erosion box . Through their design , the girls took an interest in preventing erosion and preserving plant life .
“ People have their own designs and different materials , and we have our own designs and materials . They have their own way of building it ; we have our own way of building it .” Anna said .
They also experienced the benefits of project based learning when working as a team . “ Sometimes people have different ideas , and it ’ s hard to combine those ideas . We had a little difference in opinions , but we were able to discuss things and we were able to do stuff that everyone liked ,” Samantha explained .
“ Throughout this process , we all learned that you don ’ t just get one try to make a design work . You keep on trying and trying and trying !”
We can ’ t wait to see what each grade works on next year !
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