Once a child can read and write, they’re ready to focus on developing the higher-level thinking and process skills involved in investigation, analysis, and reporting. For this, they carry out “real-life” projects.
Each child develops at their own pace and is interested in different things, so I’m giving you a basic procedure for carrying out projects. These procedures are a template for guiding a child of any age through project learning on any topic.
So examples given here are to clarify the procedure, suggest simple and complex versions of activities, and trigger ideas — they’re not meant to be recipes for age/grade level.
Finally, the internet is mentioned in the examples. But I had no internet connection when I first developed projects in my own K-2 classroom and later helped middle and high school teachers use them. So the internet is not essential, but it’s quite an advantage. But a child should also use the library, interview local experts, or use other sources of information available to them locally.
We begin now with the definition of the type of project you’ll find here.
Definition of a “Real-Life” Project
“Real-Life” Projects are investigations into things a child actually wants to know more about. With such projects, the child develops products that show the results of their investigation.
These products include —
- an analysis of findings shown with charts, graphs, timelines, videos, 3-dimensional models, etc.,
- a written report, and
- (sometimes) recommendations to affect a positive change.
We’ll look at projects in detail in a moment. But before we begin, we need to consider some critical issues related to project learning.
Interest is Key
First, children come to us pre-programmed to want to grow and learn. Yet it’s not unusual to hear an adult say the child they’re working with balks, cries, struggles, refuses to work. In a case like that, after ruling out physical and emotional problems, I’d look at two factors. First is skill level: Is what you’re asking them to do too easy — too difficult? If so, adjust accordingly.
Or, for another likely possibility: Is the child really interested in what you’re asking them to do? For if work is not interesting to the child, you’ll be fighting against their natural energy, instead of using it to fuel learning.
Just as with adults, when a child is interested in something they will work at it tirelessly and with pleasure. So especially at this time in their life, when they have so much to learn to do, we should be taking advantage of their powerful natural energy.
So, bottom line: To be effective, not only must a project be appropriate for a child’s skill level, but it must focus on a topic of true interest to them. See Learner Interest Matters, and Golden Rules For Engaging Students.
Projects are the culmination of a Unit of Study. So we look at units next and consider strategies for involving students in planning and organizing them.
Involve Students In Planning A Unit of Study
As shown in the image, a project is embedded in a unit of study consisting of 5 phases. In this and the following page, we’ll examine each phase of the unit.
It’s important, for two reasons, that we involve the child in planning and organizing a unit. First, that’s how we allow for each child’s interests. But also, the process skills of thinking ahead, planning, evaluating, and readjusting are important skills we want them to learn.
So especially if you’re working with a child at home, where it’s easy to do, begin planning a unit together.
This needs to be handled differently in the classroom, and we’ll get to that. But in either setting, as much as possible, avoid planning a unit ahead of time and presenting it to the child, simply telling them what to do. Instead, help them learn to figure this out with you so they can eventually do it on their own.
To see why this is so important, see Maintaining Students’ Motivation for Learning….
We look now at the first three phases of a unit.
Phase 1. Decide On a General Topic — At Home
Recall that children begin with projects once they can read and write. So, if you’re using Key Words & The Steps at home, projects will begin at Step 6. There we have a child choose a topic for their project in the same way they’ve been choosing their Key Words.
If you’re not using Key Words, but you’re at home helping a young child decide on a general topic, think of how far from their daily surroundings they’re able to envision. Topics appropriate for them are such things as toys, pets, insects, foods, cartoon characters, etc.
Perhaps the child is already fascinated with butterflies. So that can be the topic for their project. Or if not, maybe you notice they talk a lot about different kinds Insects. So the two of you would look at various types of them online, so they can settle on one they want to know more about.
The process for older students is similar, except you could take them into something more complex — perhaps the classification of insects — before they narrow down their topic. For middle or high school students, you also may want to check your state and local guidelines for basic content to be covered. Then help them choose a specific topic they’re interested in that would fit within the topics listed under those guidelines.
As you consider topics, keep in mind the purpose is to learn process skills, so that they can ultimately deal effectively with any content. Also, trust that interest is a powerful magnet for skill and concept development. So always find a way to show how the topic they’re actually interested in fits under some of the general required content.
Here’s an example, of how simply by starting with thunderstorms, you can find various aspects to study within a general area to study. It’s by Beth House Graham a retired homeschooling mom who has a very valuable, common-sense view of learning.
In the classroom, allowing for choice based on interest is more difficult — but not impossible. We look at how to do that next.
Phase 1. Decide On a General Topic — In the Classroom
Again, in a classroom using Key Words, a child will begin projects at Step 6. For a detailed description of how I managed this during the writing period in my own K-2 classroom, see the opening section of Project Examples & Issues.
Following is a strategy that allows all children to be involved in choosing topics:
Brainstorming with young children. If you’re not using Key Words, you can allow for choice with the activity, Brainstorming With A Group. With young children, you could begin with something like, “Insects.” The class will come up with things like bees, mosquitos, ants, butterflies, beetles, etc.
Have them vote on the list, until you’ve reduced it to a few favorites — perhaps butterflies, bees, flies. From that, each child chooses the one most interesting. Limiting the choices will allow you to provide information on each topic by reading simple books about each during your daily “story time.” Then they can work on their projects during your daily reading/writing sessions.
Brainstorming with older students. If you’re using projects as an extension of subject area, such as a science or history, you begin with a general heading for brainstorming. So if science, it might be “Weather.” Then they’ll come up with clouds, wind patterns, Doppler radar, etc.
If you’re not tying projects to a subject area, you could have them brainstorm, “Major Concerns.” They might list climate change, school shootings, drugs, Coronavirus, etc. After this, teachers usually have students vote to pare their list of possible choices down to just a few. For to help guide and evaluate work, the teacher will need to become familiar with all the topics chosen.
Now students are ready to begin their first investigation.
Phase 2. Investigate the General Topic
Here, the child is finding out more about the topic they’ve chosen. A very young child may need to have some of the information read to them, along with watching videos. Older students may do some research in the library on their own. But hopefully, they will all also have access to the internet. For there, they’ll find a world of information at their fingertips.
Suggest ahead of time that they be alert for an aspect of their topic they would like to know more about.
Once they have had time to gain more information about the topic, in general, they’re ready to decide what aspect of the topic they want to work on for their project.
Phase 3. Narrow the Topic For the Project
Once a group has finished studying their topic in general, you can use the same brainstorming activity to narrow the focus again. So here, the image shows that in the classroom example given above, the children had first settled on three topics: butterflies, bees, flies.
Now the group studying butterflies is back for another brainstorming session. They list several things they’ve learned: the names of different kinds of butterflies, their life cycle, what harms them, that Monarchs are dying off, where they migrate, and so on.
They now discuss and vote to narrow down the choices again to three: Life Cycle, What Harms Monarchs, Migration. With that, each child decides which of those 3 they will study for their project.
A few of them were concerned that the number of Monarch Butterflies is decreasing, so their project will focus on What Harms Monarchs. Others have chosen one of the other two. With this, they’re ready to begin their project.
On the following page, we look in detail at how a child launches and works through a project.