Our project-based learning group undertaking was probably the most challenging of all the projects we’ve completed. Perhaps that’s why it broadened my horizons more than any of the others did. Because our group leader, Keri Rhinehart, teaches high school math, that was the grade and subject level focus that we used. When I first realized I would have to do a high school project, I was somewhat nervous. But when I learned we were focusing on my worst subject, math, I was downright anxiety-ridden. Fortunately, the math skills we incorporated were basic and even I remember how to do percentages and adding and subtracting decimals.
One thing I felt really good about was our overall theme – using basic math skills in real life. Rather than have each person do something they felt comfortable with and then find a way to tie it together, we started out with the theme, and worked outside of our comfort zones to stay within the theme’s boundaries. Our activities – budgeting for college, basic expenses, a car, a vacation, and an event – were all realistic examples of activities the students would likely be required to do as adults. Once I really sat down and concentrated on what I needed to do, I realized that I could actually be creative with my activity.
What we produced was truly a lesson that could be used in the classroom, and by just one teacher, if necessary. I felt that Keri did a great job helping us tie everything together and lending her expertise to those of us who weren’t feeling very comfortable. All in all, what started out as a very confusing, disjointed project ended up being both cohesive and creative.
Subscribe to:
Post Comments (Atom)
I agree with you completely. I felt like our project flowed more like a unit of study than several topics being taught in isolation. I was glad to have the opportunity to do this with the group and as you stated our leader did a fantastic job.
ReplyDelete