~Eeva Reeder from Edutopia
"Here, in these applied-learning projects, was an answer to the kind of learning experience students need in order to achieve true understanding of concepts. Observing the experts of these teaching strategies -- vocational and arts teachers --
I discovered that a worthwhile project has three key elements:
1. Students must be engaged in finding a solution to a genuine problem -- the type encountered by adults in the workplace, community, or home;
2. The problem must have an audience for student work other than the teacher. Ideally, the audience is someone who benefits from students' work; and
3. The problem cannot be optimally solved without correct application of academic knowledge and skills appropriate to the grade level or course. For example, my geometry students could not effectively solve the theater-seating problem without correctly applying the arc length formula.
Applied learning typically involves students in creating a product or service, a system improvement, or an event. Here are some examples of these types of powerful learning experiences:
A high school civics class organized and publicized a debate for its community between candidates running for the local school board. The students researched issues and mediated the panel discussion, which was featured on the local TV news.
*Two sixth-grade classes curated a cross-cultural art exhibit on "identity" at the city's art museum. They researched artwork, selected pieces, designed the exhibit, and wrote the wall text and object labels.
A high school biology class carefully mapped the foliage overhang of a local river, using computers and sophisticated software purchased with a grant. Their findings are being used by researchers at one of the state's universities.
A third-grade class organized a Young Author's Conference for community youth. Professional authors and storytellers provided workshops and entertainment.
*A middle school English class selected and recorded a set of books-on-tape for the children's department of the local public library.
A high school business class grew herbs, and bottled, marketed, and sold organic salad dressing to grocery stores across the city. Profits were used to buy equipment, increase sales, and manage the business.
A high school health class developed a home fire-safety program for their community in collaboration with the local fire department. Students created a safety information brochure, provided demonstrations on emergency procedures, and installed smoke detectors."
Related links:
Edutopia website
"Here, in these applied-learning projects, was an answer to the kind of learning experience students need in order to achieve true understanding of concepts. Observing the experts of these teaching strategies -- vocational and arts teachers --
I discovered that a worthwhile project has three key elements:
1. Students must be engaged in finding a solution to a genuine problem -- the type encountered by adults in the workplace, community, or home;
2. The problem must have an audience for student work other than the teacher. Ideally, the audience is someone who benefits from students' work; and
3. The problem cannot be optimally solved without correct application of academic knowledge and skills appropriate to the grade level or course. For example, my geometry students could not effectively solve the theater-seating problem without correctly applying the arc length formula.
Applied learning typically involves students in creating a product or service, a system improvement, or an event. Here are some examples of these types of powerful learning experiences:
A high school civics class organized and publicized a debate for its community between candidates running for the local school board. The students researched issues and mediated the panel discussion, which was featured on the local TV news.
*Two sixth-grade classes curated a cross-cultural art exhibit on "identity" at the city's art museum. They researched artwork, selected pieces, designed the exhibit, and wrote the wall text and object labels.
A high school biology class carefully mapped the foliage overhang of a local river, using computers and sophisticated software purchased with a grant. Their findings are being used by researchers at one of the state's universities.
A third-grade class organized a Young Author's Conference for community youth. Professional authors and storytellers provided workshops and entertainment.
*A middle school English class selected and recorded a set of books-on-tape for the children's department of the local public library.
A high school business class grew herbs, and bottled, marketed, and sold organic salad dressing to grocery stores across the city. Profits were used to buy equipment, increase sales, and manage the business.
A high school health class developed a home fire-safety program for their community in collaboration with the local fire department. Students created a safety information brochure, provided demonstrations on emergency procedures, and installed smoke detectors."
Related links:
Edutopia website
post from artspreserve
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