Getting Down And Dirty With Engaged Learning

Who’s doing the work? This question is important when observing students in “engaged learning.”  When students are engaged in their learning they are assuming an adult/professional role (scientist, economist, etc.). Teachers take on a facilitator role and ensure that the standards are met as the students produce  products.  They provide feedback as the students move through the project. The learners choose topics that are meaningful and useful to them.  Their ideas can be applied to their own lives.  This approach to learning has shown improvement in test scores and less behavior problems in the classroom.

For my first assignment, I found a video, From Worms to Wall Street: Projects Prompt Active, Authentic Learning.  I believe it demonstrates engaged learning.  This video is appropriate for all grade levels. It is beneficial to a school that may be looking to take on the engaged learning initiative.  Please click on the film above to view.

The video describes the authentic learning found in Newsome Park Elementary in Newport News, Virginia.  Students from kindergarten through 5^th grade collaborate on class topics, from science to social studies, each semester, produce products and share their findings with other students and parents.

This video showed examples of engaged learning across the grade level. A 1^st grade class learned about animals through the study of worms. They become “wormologists’ with the guidance of their teacher.  She helped them narrow their animal study to animal that would be realistic to raise in the classroom.  Students came up with the actual idea. Using scientific approach the learned about worms in several phases. Another 1^st grade class were inspired and curious about one of their classmates who has cystic fibrosis.  They researched the causes of CF and hoped that they would learn of a cure in the end.  A third class classified and researched animals that effect asthma and animals that do not. The class and teacher understood that they were exploring an area outside of their expertise.  They collaborated on ideas of who might have the answers to their questions. This brought in a guest speaker from the local hospital.  A 4^th grade class, studying a fantasy stock market, decided to step out of this comfort zone and create a business, Flower Power.  “Employees” bought seeds, grew plants and sold marigolds at school.  Their stock was worth 10 cents per share.  I found it interesting that a 5^th grade class became engaged in the 4^th graders learning by attempting to buy-out Flower Power’s shares and control the entire company. What an incredible real-life situation.

Using the indicators of engaged learning I felt Newsome Park Elementary had showed a strong evidence of engaged learning.  The students were challenged to become professional scientists, business men and woman and health care educators.  Each project was authentic because the students participated in real-life scenarios (starting and running a business); they used technology to share their findings using PowerPoint, word documents that showed mapping information skills, and video. Teachers guided students to consider what they wanted to learn. Their questions were open-ended and required research by the students to learn their answers. Students didn’t know if their business, Flower Power, would be successful.  The “wormologists”  chose to do experiments on dead worms.  Though not explicitly stated in all of the examples, I assume multiple subjects were integrated through these projects.  The teachers each played a role of facilitator for their class, guided conversation and focus and one teacher even stated that she learned as much from the project as the students. There were many opportunities for social interactions, as the students worked together to take care of the worms, sold marigolds and walk-a-thon tickets. Feedback throughout the projects looked to be ongoing in the video. Classes held meetings to review what they learned and how they could take it one step further.

The indicators that were not strongly evident were the assessment indicators.  While interviewed, the principal did say test scores improved. Due to this statement, I again assume assessment included rubrics and criteria was set and discussed for exemplary performances.  Also, the standards covered were not given.  The classes must have addressed these standards since the test scores increased.

Each of the projects described in the video showed different levels on Blooms Taxonomy.  The “wormologists” and researchers of CF and asthma showed evidence of the analysis level on Blooms.  They each followed a scientific study that involved: identifying, diagramming, comparing, contrasting, and inferring. One way I thought a higher level on blooms could be reached was they could have created brochures about asthma and pets that could be displayed at a doctor’s office. Also, the students learning about worms could have demonstrated the importance of worms in soil by using 2 flower boxes – 1 with worms, 1 without. An expert from a nursery could come in and explain the signs of good soil.  The stock market project was incredible.  The class took their work to the evaluation level.  The students created a business, monitored their profits and even got a 5^th grade class to attempt a buy-out.

On a scale of 1-10, the students seemed to be highly motivated by their class projects. I would give it an 8.  In the interview, the principal commented on the decrease of behavioral problems in the classroom. It was evident that the students enjoyed learning and knew a lot about their topic. They were all an integral part of the team.

Technology used included PowerPoint, video recording, word documents for organizing data.  Computers appeared to be readily available for students. Most projects highlighted showed these components.  It looked to me as if more display boards were used when presenting information.  I was a little disappointed about that. This video focused on authentic learning in this school more than technology.  Therefore, the inspiration one would draw from viewing this would be to apply authentic learning practices in the classroom, rather than integrate more technology. Newsome Elementary is a science, math and technology magnet school.  I would think they could create a second video focusing on the importance of technology for these projects.

From what I observed, the Level of Technology used in implementing (LoTi level) was 5. Students were independently creating flow charts about information learned, publishing brochures for prospective buyers, and generating spreadsheets to analyze sales data. Though not stated, the students completing the Wall Street project most likely used stock market technology for research.

This video would be instrumental to professional learning for teachers and administrators who are trying to create an engaged learning environment in their schools.  It provided examples across  grade levels of student engagement in many types of projects.  Prior to presenting this information, I would want more information about the school and their scores. While working on this project, I went to the school’s website to learn more about Newsome Elementary.  A video was embedded on the home page about “NASA Day”.  It gave a brief synopsis of a visit from 14 NASA scientists and some of the activities the school participated in.

I was intrigued and inspired by the video. I always want to provide the best possible learning experiences for my students. Sometimes when I think I am, an example rolls around and shows me that I could do more in my classroom.  I feel this was a good kick-off for exploring my topic for my Engaged Learning project.  I have many questions about the implementation of engaged learning. I agreed with 1 person who blogged below the video on Edutopia – how can these projects last the entire semester? Do the students have a specific time during the day that they work on them? I am thinking about my own classroom management and how I could make this work. I realize this would involve more planning, on my part, but what an awesome feeling to see your students invested 100% in a project! I am looking forward to the challenge.