Within our school curriculum, we list the following assertions about subject area instruction (in science and history): “We assert that scientific study can enrich our appreciation for God’s design in the physical world…” as well as, “that history reveals the working of God throughout time, gives students models of great men to admire, teaches the outcomes of virtue and vice, and prepares a background for understanding all other disciplines.” Our science and history formats are most often very standard direct instruction, working through curricula of Geology and the Medieval Age. However, I was inspired to try something extra both by necessity (there wasn’t time for our new additional class to fit library time on Fridays this year) as well as awareness that this age craves social interaction. Thus the “Research Project” block of time was born. It has created another avenue for varying our study in these areas this year. Our class has a self-run library time this year, and it has produced an extensive list of benefits for all of us. I don’t have to do the physical tasks of a librarian anymore; they have learned to check out and reshelve books. Thus I’ve turned my energy toward procuring a continuous cycle of research and presentation for my students.
One of the neat perks of this study time has been watching our students really explore the library more, including bolstering their understanding of and confidence with the Dewey Decimal System. For the first round of study, we narrowed our topic selection to the “550-552” range, which includes Earth Science and Geology, as well as “940.1” which is Medieval Age. Students had freedom of choice on a topic from those areas, then had to select five details to share on that topic. For the second round of research I picked 10 topics, then wrote them each twice on paper and had students pull one out of the hat; whichever topic they picked matched them up for a collaborating research partner. This time, the two each had to find three key facts, and then they had to write a topic and conclusion together. They had to decide an order for the presentation, and write it together, finally deciding who would say what and present equitably. The two rounds have been very successful in a myriad of ways.
The projects have given so many different opportunities for our class to grow. In fifth grade, one key skill that frequently eludes our students is summarizing, particularly when asked to do it concisely. For the research writeup, after deciding on their details to include, the students must write a topic sentence as well as concluding sentence to begin and wrap up their presentations. It is the perfect chance for them to learn how a topic sentence works to introduce and encompass the subject of their content but not speak to any details yet, and the conclusion wraps it up without being too repetitive. The partner projects also provided the opportunity for them to be accountable to a classmate and work together fairly. After the presentations, we did a check-in for them to reflect a bit on what kind of a partner they felt they were as well as if they felt well supported by their partner. The presentations themselves are giving them chances to stomp out any fear of speaking in front of their peers. We are working on having clear diction, appropriate pace, and proper volume. The students each have a “Presentation Notes” page that requires at least one key fact that they learned or that stood out to them from each presentation—hopefully promoting their listening and processing development. Even if the presentations didn’t give all of these additional benefits, they would be worth it just for how they incite curiosity and interest as they provide coverage of specific facets of our science and geology topics.
In the coming months, we will do a few more cycles of research. There will be more independent study as well as partnership opportunities, times where students can choose a topic, and some times when topics will be assigned. By the end of the year, I look forward to seeing how much easier the process is for them, how much longer and coherent their presentations become, and how confident they are speaking in front of others. While I love the array of language and presentation skills this work will hone, I am most looking forward to seeing their relationships deepen as they learn to support and encourage one another, listen closely to each other, and learn from one another. The class is such an incredible illustration of how we are all members of the body of Christ, and it is a privilege to be part of their formation and growth.
In Christ,
Mrs. Stutheit
