POD: Project Based Learning

Last Saturday, 8th graders proudly displayed their Projects of Discovery (POD). In POD, students spend two terms designing and executing a project that is inspired by their interests and that solves a problem, provides a service, educates, or persuades. "POD’s at their best help students gain confidence in their ability to tackle a complex topic and develop skills well beyond a basic level," says Head of School Debbie Gibbs. 

 

POD is rooted in project-based learning (PBL) methods. "PBL is arguably the most authentic form of learning because it is a close approximation of what adults do at work every day," says Middle School Academic Technologist and POD Teacher Matt Frattali.

 

Project-based learning is also one of the most challenging ways to teach because of the collaboration, preparation, and flexibility it demands. So, three years ago, Lowell sent a team of 3 teachers to High Tech High in San Diego to learn the ins and outs of project-based learning (PBL). Now, the 8th grade Project of Discovery (POD) and Activism Through Service Learning (ATSL) classes in Middle School surge forward as the pinnacle of a student's PBL experience at Lowell.

 

In POD this year 8th graders wrote original short stories, created a scale model of the Battle of Stalingrad complete with historical information, perfected cooking and baking techniques, choreographed dance performances, composed an album, and even built a fully functioning turbojet engine. "In POD they explore their passion, and in ATSL they uncover the needs of others and ask what can I do to help," Matt says. Students immerse themselves in their communities and learn what it takes to make a direct impact. In both classes, students are given the space to dive deep into something that interests them and produce something using their newfound knowledge and skills.

 

"We are on the cutting edge of this 21st-century thinking, by using the 4 C's—communication, collaboration, critical thinking, and creativity— [and] dedicating a specific time and space for 'Genius Hour,'" says Matt. During 'Genius Hour,' as he refers to POD, Matt continues, "we are concerned about diving deep into a topic. It's not the breadth of knowledge; it's how deep can you go." POD is where skills students gain throughout their Lowell education come into play. 

 

The Stepping Stones

 

The student's journey with PBL begins with thoughtful teachers in Pre-Primary who nurture children's unyielding curiosity. These teachers are trained to encourage students to think critically about the world around them and help them gain fundamental knowledge of how things work. Questions such as, "What do you see?" and "What do you hear?" build observational skills while questions like, "Why do you think this is?" or “How can you solve the problem?” encourage students to make connections between topics they explore. No question is too small, nor is any idea too big for teachers to say, "Well let's find out!"

 

In Primary School, PBL is taken a step further. Students are introduced to methods of design thinking, and by the time they are in 3rd grade students have a solid foundation in what the design process entails. 

 

Building on the students' inquiry skills, teachers introduce projects that require students to build prototypes and reflect upon their proposed solutions. This kind of solution-focused thinking engages students in thinking critically about a problem, applying their knowledge, and using a rationale to create the desired outcome. Students then evaluate their projects against designated criteria and quickly go back to the drawing board to make improvements. Now, with the ability to apply the design thinking process in multiple settings, students are ready for Middle School. 

 

Project-based learning in Middle School taken to the next level with a dedicated STEAM period in 6th and 7th grades. In 8th grade, learning becomes more personalized. In POD and ATSL, students conceive and design their projects. This year's 8th grade class flourished under the flexible environment PBL provides and their projects were a testament to the transformational possibilities of project-based learning. "They will not forget this experience," says Debbie, "the wisdom and self-knowledge they gained are invaluable."