Project learning helps students put together or "consolidate" learning.  It also helps students apply and create, which are higher-level thinking skills (google Blooms Taxonomy). In other words, you can't just regurgitate an answer to pass a test or study quickly the night before to demonstrate your learning (and then forget it a week later); you must use what you know to demonstrate what you know.  The bonus is:  Students increase their understanding as they complete their project! They further their understanding of how an aqueduct or water purifying plant works.  In addition, the process skills of organizing, speaking and writing to explain are further developed.

The atmosphere on Friday at Springwater Environmental Sciences School was "party-like," but this party was all about learning.  I cannot adequately describe the excitement students demonstrated about aqueducts, watersheds, new plant species, deltas, rivers, and government symbols.  The vocabulary and specificity that students use to talk about their projects is notable, and an example of the high-level learning we expect of our students.

Another exciting note: I observed students living out research we discussed last year.  I presented research to all of you that explained that if students knew how to achieve higher levels, and if the levels and process was explained to them using rubrics or scoring guides, then almost 80% of students would self-challenge to levels higher than they would without this clarity.  I believ eevery student I talked to in Faith's River Otters were challenging themselves to a level higher than that which their working level without support would normally produce.  We aren't just using research to create our model school.... we are living it out!  We are producing the data and evidence that supports the use of project based/integrated thematic learning.