Class 3: Blog Post 3 - 1920s Program

For the past few months, my grade level has been working on a major project. Last year, our Technology Integration Specialist and Reading Coach approached our grade level about doing something a little different for our 5^th grade program. Instead of doing a simple musical performance like we have in the past, they wanted us to make the program a little more STEAM. They told us that our own students would write the program. When we originally discussed this, I thought there was no way this would be a successful event. I thought it would be a crazy amount of stress on the teachers.

Well, it’s almost one year later, and we had a very successful program last night. We decided to focus our program around the 1920s because this time period had a natural music connection. Our music teacher prepared three songs with our classes, but the rest of the program consisted of student-created performances … along with a student-created script. The program was followed by a museum exhibit in our cafeteria where each student was able to share his/her own final product based on his/her own 1920s research. Students created the program powerpoint, the program guide, and posters to guide guests. Students also created artwork to accompany their projects (in art class). These were hung along the main hallway that parents used to get to the auditorium and cafeteria.  The students were truly the stars of the show, and their parents and guests were thoroughly impressed.

When we began this project in the fall, I quickly realized that it fit the requirements of PBL, even though it was not the unit I created for our class.  We created an exciting entry event for students. We turned each 5^th grade classroom into a different 1920s museum exhibit. One room played a silent movie. Another had examples of radio shows. Another was filled with newspaper clippings, while another contained images of fashion and art. Students were able to travel from room to room to record their noticings and ask questions. We knew our final product would contain a museum, so we were excited for our unit to come full circle.

After students chose their topics and formed their own groups (voice and choice!), they developed questions that they would need to research. They had to decide what they would create for their final product to share with our audience. Some students chose to choreograph dances, some made artifacts like pinhole cameras, projectors, or a book that can hide contraband (like bootleggers). All students also created a presentation (prezzi, animoto, emaze) to share their information. As we worked, students had the opportunity to get feedback on their work by participating in a critical friends protocol with small groups.

I think one of the best elements of this project was the very public audience. Students knew that their parents would be coming to see what they had learned and created. This also meant that we had great attendance at our program (which was on a week night). Students WANTED their parents to come because they were excited to display their projects! It was so exciting to see how excited our students were about their work. I know they learned so much through their research because they were able to explain their projects and answer questions from their guests.  In the process of researching, many students became experts on multiple topics because they were constantly talking to their peers and investigating their peers’ projects.

We are excited to do something similar next year as we continue to implement PBL. Some other teachers who attended last night expressed interest in doing this with their own grade levels next year, so hopefully PBL will continue to spread throughout our school!