Reflections
Project-driven curriculum can be accomplished in the single-subject classroom or by integrating topics across disciplines. Each approach has its rewards and challenges. While the single-subject project can be quickly and independently implemented, it may not have the authenticity of an integrated project. Likewise, the integrated project will be more meaningful, but will require a great deal of advanced planning and ongoing coordination between teachers.
Implementing a project-driven curriculum requires having "several irons in the fire" at the same time. While the beginning of the year may start with traditional approaches, by the end of the year the classroom is likely to be completely "project-driven." While the implementing teacher will likely be required to move back and forth between formatted lessons and workshops, the general balance will move from teacher-led lessons toward workshops.
It is important that check-ins or checkpoints be calendared in advance and take place. By doing so, the implementing teacher can gauge the degree of work that has been done in the workshops and provide additional direct instruction as needed. Ongoing critiques or peer reviews also provide information about progress to date. Students will often require more time than expected to complete the project. It is therefore not a bad idea to leave plenty of "cushion" after each checkpoint and at the end of the year.
Perhaps the best advice is to "dive in." The water will be cold at first, but it will warm in time. Allow extra time to make adjustments and revisions. When planning the project, make every effort to make your conventional or directed lessons directly applicable to the larger goals of the project. Wrap your lessons around a theme that serves the purposes of your final project. In the curriculum presented here, the production of a Field Guide required lessons in United States history about land use and the environment. The product of a Field Guide led us to America's tradition of nature writers. Content is not studied merely for the sake of itself, but for the information it can provide toward the larger goal: the development of a Project.
Supporting Diverse Learners in this Project
Several strategies can be employed to address the needs of diverse learners in the project-driven classroom. In fact, a classroom project orientation will actually provide opportunities to address the needs of basic, accelerated and advanced learners.
Within the project's delivery of conventional lesson plans, techniques can be employed to help address diverse learning needs:
- heterogeneous grouping (by placing different learners in the same group, students will work together in learning the material)
- basic - advanced pair shares (pairing students with different ability levels allows the basic student to experience a tutorial, which the advanced is given the opportunity to teach the material)
- task /question sequencing (by providing a series of progressively more difficult tasks, students can proceed to the level in which they feel most challenged)
- text variety (providing texts with different reading levels allows students to select texts that are approachable and somewhat challenging)
- checking for understanding (concluding the conventional lessons by checking for understanding allows for discussion, clarification, and review of points not understood)
- re-teaching (reflective teaching leads to a cycle of inquiry regarding classroom practices; when teachers ask if objectives were achieved, reflect upon their lessons and make revisions, students of all ability levels benefit)
Projects offer many opportunities to address diverse learning needs:
- student selection (when students are allowed to choose topics of their own interest, increased engagement and learning are more likely)
- independent research and practice (on many days, the project-driven classroom will find students working independently or in small groups; these extended periods of time offer excellent opportunities to work one-on-one with students who may be struggling)
- enrichment topics (a broad and multifaceted project presents many different topics for exploration; accelerated and advanced students may wish to undertake project work on one of these topics)
- critiques and peer review (essential in the production of authentic work, this activity allows all students to engage in the assessment of student work; in doing so, students identify areas for improvement of their own work)