Projects are like Literature Circles, they differ in definition by teacher. In my classroom projects are opportunities for students to 'show me what they learned' and take a deeper, slower walk into the novel or the places the novel has taken them. Prior to completion of reading the novel discussions of projects begin. Students are lead through reflections on which sections of the Literature Circles were most rewarding for them, which ones caught their 'eye', which ones 'were easy', which ones they were 'good' at. They spend a few minutes writing a reflection about which sections they feel they are best at, and why they think this is so. Then there is a discussion in their triad where each student is the focus for a short period of time. The members of the triad were in their Literature Circle so they are knowledgeable discussion members, they have first hand experience of the question at hand, and they have habits of mind to question, compliment and comment when someone speaks about the novel and their learning in regard to the novel. This focused discussion is repeated three times, once for each member of the triad. Upon completion of the discussion time is taken for self reflection, time to incorporate the ideas generated by the group discussion.
A few days later another visit is taken into the personal reflections and more discussion time is given - first in the small groups and then in the large group. Ideas about learning styles, natural abilities and interests are discussed. Stretching possible project representations to the edges of our comfort zones, pushing past what we have already done, or what we already know.
Plans are made by working backwards from the day of presentation, with evaluation in mind. Evaluation of projects leads to discussion of grades for Language Arts for term one. Grades are important to elementary students, they are a measure of how they are doing. Including grades and projects and strengths and imagination and creativity in the same conversation makes sense to me, and after awhile it makes sense to the students too. They begin to understand that when grading many perspectives can be taken into consideration. If they choose to work with their strengths and build on their challenges improvements are usually within their grasp. Personal improvements in representation of understanding may lead to improvement in letter grades if the representation is 'understood' by the person grading, or accessing the representation.
Plans and time allocation are reviewed and adjusted as the literature circles come to a close. Being able to develop a project schedule that responds to lived contexts is a valuable skill to have for this and many future projects. Students and teachers alike are always working to improve this skill to better manage their busy schedules. Reviews and adjustments of the schedules are required, involving personal and group discussion and reflection - time is taken for these to occur.
Project work sessions begin; many different activities happen at once. Through direct instruction and repeated reminders with little 'wiggle room' for misunderstanding of expectations students have what they need when they need it to work productively and efficiently throughour the assigned 'work blocks'. Continuous discussion, repeated practice and intentional modelling help them to learn to how to best organize their school time and their home time to the best of their abilities to efficiently meet their deadlines. With insturction, support and guidance students learn how to access and store materials, computer files and computers. The class is a buzz of learning and imagining and excitement - the projects are 'becoming'.
As the deadline approaches teaching continues. We discuss when the projects will be presented and what my expectations are in regard to the quality of presentation. The day before the presentations are due I organize a practice session, I pair people up and have them present to each other - reminding them to listen with the intention of helping to improve. Upon completion of the practice run we debrief valuable lessons learned and potential areas for improvement both for tomorrow and for future projects.
The day of presentations arrives. Eighty minutes of quality presenting, questioning, commenting and questioning occurs. Everyone presents brilliantly. With several strategies repeated and reinforced, practiced and practiced everyone is able to present what 'they know' because 'they know it'. There are always a few surprises, usually they are pleasant ones, seldom are they unpleasant. Someone who completely outshines their 'regular' self and raises a personal bar that only they could set.