I will never forget what one of my students said, and it often echoes in my mind when I am creating a new project. “There are no wrong answers because this project is about me,” (Orli A.) It was something she shared during an interview about a project series that a colleague was filming to share with the IBO (International Baccalaureate Organization). I wasn't in the room, and I was really taken aback by her words when I first viewed the footage. These projects were fostering learner identity. I had just been just trying to create engaging projects that built skills and class community. This was something extra but, in many ways, that was even more important.
Here is raw footage from a student's reflection on his Personal Soundtrack experience (which is the project that evolved into the P3):
Many projects can be personalized to help students explore and value their unique offerings while also using curriculum-related content and developing learning skills. Some of the Building Outside the Blocks projects (BOBs) are more explicitly about the self than others, but each one asks students to bring a piece of who they are to the task. The What’s In a Name (W.I.N.), for example, has students explore their first and last names, the origin and etymology of their names, why their first name was chosen for them and more. Students share what their name means to them and how they would change it if given the chance. The Healthy Start project is another example. Through it, students start or stop doing something for 21 days, showing that they can make healthy changes relating to eating, exercise, lifestyle and wellness. It culminates with a presentation on the student’s journey towards their goal and a creative product to show their accomplishments like a sculpture, a slideshow, a video, a poster, or a piece of art. Both of these projects have helped students engage deeply in their work as well as build a sense of self. How can learners be true to who they are if they haven't been given the chance to explore that?
One of the three-part projects that I created for my Language Arts/English class is only about the individual. It's called a Tri-BOB because it revisits an element of a project multiple times over the school year, with new layers or aspects being added with each iteration. This allows students to dive deeper and examine themselves through different creative tasks. This Tri-BOB is called the PS Series. It begins with a Portrait of yourSelf, evolves to the Personal Soundtrack and culminates with Photo Synthesis (related to media literacy through photographs). According to a former Grade 7 student, "[These projects] gave our education a creative flare, and we were able to shine our own personality through [them]. Everyone was able to present, and it was a fun and easy process to go through," (Nicole. W). All BOBs spark a self-inquiry, even if they aren’t directly about the self, because learners get a place and time to explore their interests, make choices, and tinker with different mediums for their products, which really help them get to know themselves. I have even seen students find their passions as a result.
All BOBs give students a way to shine. These projects employ an approach that includes choice and an active audience. Students can choose when they would like to present their work, within the teacher provided framework. For example, teachers may prefer a few projects presented each day for a few weeks. Students may present over several weeks, or even over a few months. With no more than 3 presenters at a given time, students sign up for the date of their presentation and backwards design their "home work" in view of their selected deadline. Students also get to choose how they want to show their learning. One former student commented that, ”It was a great way for me to show everybody who I really am,” (Sam. D). Presentations come is all shapes and sizes. All BOBs conclude with a product that is shared with the class. Many students have taught themselves a variety of tech to create movies, stop motion animation or even learn to code. I have viewed puppet shows, sculptures, collages, dioramas, paintings, models, experiments and so much more. The plethora of ways to share is as open and individual as the learner. These projects help students feel visible and valuable because who the students are and what interests them is always part of the equation.
The active audience aspect of the approach is essential in helping to build class community and a proud sense of self. This requires deliberate teaching and teacher facilitation, but it results in a respectful environment where students feel safe to take risks and share themselves with the class. The class supports each presenter with feedback, engaging in their work through questions and coaching them to improve their skills. Students often comment on how much they enjoy learning from and about the other members of their class, which contributes to the positive nature of the experience. One former student wrote, "I have known some of these people since JK and I still didn’t know as much about them as I do after seeing their projects presented," (Samantha S.). As a collaborator, I am able to work with learners and help meet individual needs. This helps us all value each individual in the class and provides an inclusive and nurturing space.
Watching learners go through the process of looking inside themselves isn't always easy. Their work reflects a variety of depths and produces different results, but it is an important journey however far or wide. I have created many BOBs for my students from Grades 3-8. Student reflections have included, “Everyone should do this project,” or “ This project was the best work of my life.” The worst feedback was, “I didn’t hate it.” If you know this child or kids like him, you’ll agree that BOBs can work for EVERYONE. BOBs are personalizing projects that help students build skill, autonomy, community and a sense of self. These universally designed projects make a difference for the entire class, individually and collectively. BOBs are a great way to build from the inside out.
The idea for this post came from a recent podcast. I was a guest on The Missing Link with Rola Tibshirani, and her focus on connections, authentic learning and citizenship always gets me thinking. Global connection is vital in our world, and so is connection to ones self. Something she said about students telling a story of themselves took me back to another conversation that related to this week's #ONedMentors. Story is important for many reasons, and getting students to learn, engage in and tell there stories in direct and indirect ways should be a rudimentary aspect of the school experience. Imagine what would happen if all students emerged from school able to see, accept and celebrate themselves. Thank you Roman Nowak for posting Peter Reynold's picture today. This is exactly what I am trying to foster through these projects:
If you want to read more about the BOB approach and some of the BOB projects, check out Building Outside the Blocks.
