Reflections
What Went Well:
The Vietnam Play Project was a tremendous success for many, multifaceted reasons. First, the level of integration was beyond anything we had ever attempted. Second, student engagement was tremendously high throughout the play process, but especially high as the final production neared. Finally, the project worked because of the connection to the real world (we invited a playwright and award winning director to coach our kids and hone their thespian abilities) and the high stakes culmination of acting in front of a real audience of family, friends, peers, and strangers.
What I Would Do Differently:
All that said, the largest complaint about the project came in the form of timing in that we did not allow them enough rehearsal time, set up time, writing time, critique time, etc. Overall, we spent some eight weeks on the play, though perhaps nine would have been more appropriate.
While this project stands out as one of the best we have attempted, it also was clearly the most stressful and time consuming. Indeed, if we want a project to be good, really good, time and sacrifice, both on the students' part and on the teacher's, are obligatory and even inherent.
Supporting Diverse Learners
At the very foundation of project based learning is the philosophy of reaching as many students as possible. See director's note for student engagement for students that are not traditionally active, successful learners. Indeed, the project is so rich and varied that it appeals to a broad range of learners.