"I've Grown So Much as a Learner."
"PBL" is a popular idea in education right now. PBL, though, can stand for many different things. It can be Project-Based Learning. It can be Purpose-Based Learning. It can be Problem-Based Learning. It can even be Passion-Based Learning. In our 8th Grade, our students just completed a project, which is all of these in one.
ELA2, in 8th grade, with Ms. Delano and Ms. Evans is a course named "21st Century Learning." It is here that they have their students completing a "capstone" project, which is a culmination of all the skills the students have practiced over all three years at NMS. The project sets out to connect our students and their learning to the community around them.
ELA2, in 8th grade, with Ms. Delano and Ms. Evans is a course named "21st Century Learning." It is here that they have their students completing a "capstone" project, which is a culmination of all the skills the students have practiced over all three years at NMS. The project sets out to connect our students and their learning to the community around them.
On Wednesday, June 1, a handful of Ms. Delano's and Ms. Evans' students presented their projects for fellow students, teachers, parents, and family members. With their "Giraffe" project, students were "leaders in their own learning" and chose a community issue that interested them to "stick their neck out" and help to make a positive change in our community.
The Giraffe Project is based on the "Giraffe Awards"; an idea that hopes to move students to be courageous, compassionate and responsible members of the community, and in doing so tells students about real heroes, to eventually give them something to say "Yes!" to.
Students presented their work on such things as working on a food drive, participating in environmental clean-up, helping children in orphanages, brightening people's days, supporting our senior citizens, and helping patients in hospitals, to name just a few.
In watching the students and listening to them present one could not help but be amazed by these students' drive and talent. One could hear the students talking about self-reflection, utilizing technology, providing feedback, writing, researching and speaking. As said above, each and every class was cited in the students' work to make the presentations successful: English Language Arts, Math, Science, Social Studies, Technology, STEM, Health, Art, PE, and Music.
Students created websites; interacted with and supported strangers; and learned about others as well as themselves.
They spoke of how they were doing "real problem-solving for an authentic audience."
They spoke of how they went after a passion of their own, studied it in more detail, and leaned more than they ever thought possible. They were achieving far greater learning than a "grade could ever tell them."
Some of my favorite reflections from the students in what they said during the presentations are:
"I now understand what it means to be a part of a community."
"I might have thought that I failed at one point in the process, but I then realized that 'FAIL' is just one's First Attempt In Learning."
"No matter how big or small, you can make a difference in the community."
"I've grown as a learner."
"Life is too short to not help anyone."
"We took control of our own learning."
"I learned so much, but the most I learned about was myself."
These projects were tremendous. I know they reflect the ideas we are trying to communicate to our students about what learning is all about. We want to see our students grow and achieve, and these projects showed this in great detail.
Here are some descriptions and pictures of some students, who presented their projects on June 1st:
Project Purity - Sam Rantz, Kyle Russel, Colby Seaman researched how to build a water purification system for 3rd world nations.
Crafty Cards for Caring - Lizzie Bessie and Megan Hubbard created a group of students to make cards with encouraging messages for cardiac patients and their loved ones at Brigham and Women's Hospital in Boston.
Fountain of Youth - Julia Fitzpatrick, Mason Pina-Sousa, Reilly Bateman, Matt Poskus created activities to reach out to our elderly community members and combat depression and loneliness.
Triple B - Hayley Devine, Autumn McCracken, Rachel Mason and Rachelle Guilemette made no-sew blankets and donated them to the pediatric unit at Brockton Hospital.
Cleaning Up Middleborough - Angel Rees, Marissa Strew, and Tianna Robertson cleaned up several areas in Middleborough to fight pollution and make the environment safer for people and animals.
Education 101 - Madison Ferrare and Nicole Hart visited the elementary school to teach mini-lessons to younger students to inspire them about the importance of education and staying in school.
The Giving Back Project - Carissa Chane, Mina Pabst, and Emma Therrien taught technology skills to senior citizens at Middleborough Public Library to bridge the technology gap between the generations.
Project S.M.I.L.E. - Keira McQuillan and Michelle Green researched depression and anxiety and then developed and executed five “missions” to spread kindness and happiness throughout the Nichols Middle School and Middleborough community (police station, fire station).
We D/2 Care - Eric Baldwin contacted Friends of Middleboro Cemeteries to inquire about volunteering with restoration of old tombstones.
The HF Race - Isabella Muscolino, Rylee Lonergan, and Tiffani Capeau were concerned with the issue of hunger and interviewed St. Vincent de Paul 5K Run/Walk organizer to find out what was involved in organizing a race. Students then organized a “hypothetical” race complete with T-shirts, website, and race route. (This group did not present after school [timing issue] but was an excellent project.)
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| Ms. Evans |
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| Ms. Delano |
