We are a small group of five families who are helping our children to direct their own learning (at least some of it) through a project-based approach. We set the topic – physics – but they are leading the way and mapping their own projects. Check out the previous posts – Week 1, Week 2, Week 3 and Week 4.
During our last meeting, two of the groups were in the process of finishing up the “main” part of their project – the build. One of the groups was in the process of finishing their display poster, while the other was ready to present his project to the everyone.
As noted previously, a lot of the work is being done at home, which is great for individual projects, but more difficult for group projects. It’s hard to be motivated on your project when your partner(s) are not there. I think this is definitely something we all need to sit down and discuss as a group – should we assign everyone to work on one great, big project? Or should all of the projects be individual, unless you can meet with your partner during the week as well?
Since most of the projects were being “perfected” this past week, I wanted to show off N’s windmill project that he presented to the group. N’s project was an individual project and he did most of the work at home, without much help. He was genuinely interested and excited about his project and you could tell he put forth a lot of effort and creativity.
The kids were very attentive and appreciative of all the hard work that he had done. It was really amazing to watch them give him their full attention and for him to present his findings and his accompanying artistic work. Since we are homeschoolers, we have less need to formally evaluate the kids’ learning, but you could show off this book and poster and listen to him talk about windmills and know that he picked up a lot of new information.
Although, it’s not “true” project-based homeschooling, the parent (or teacher) could then suggest this challenge as a way to deepen the learning. You may even want to show them this video after they’ve tried it on their own. Or, perhaps your child might decide that they would like this set for a birthday gift.
Often, I have found that kids aren’t quite sure how to deepen their learning and that’s where an adult facilitator comes into play. It can still be their choice, but you can help to provide some suggestions. Once they are ready, do the above research with them, so they can learn how to find it themselves.
To continue reading about physics and self-directed learning, go to Week Six – Catapult Presentations.