Inquiry II Seminar

Context and Theoretical Framework

We have learned that building a sense of ownership and relevancy for students is key to improving classroom motivation and meaningful engagement with materials. One area that we are all interested is in using project-based learning in which students are involved in long-term projects and are given the majority of responsibility for their own learning.  In addition, we would like to explore the idea of community-based learning in which students make connections outside of the classroom to enhance their learning experience. In this project our team will consider implementation of experiential, project-based learning, as well as building community links and partnership as a means of fostering ownership and relevance in education. We are all Language Arts teachers who would like to emphasize the human in the Humanities- the real-world application of reading and writing as a means for human connection.

Inquiry question: How do teachers implement effective project-based learning that connects classrooms with a broader community?

Individual Projects

• Natalia: What are the different perspectives with regard to student-based learning? Why are educators resistant in breaking away from the traditional teacher-centered model of education and what are the effects of this hostility ?
• Clayton: What are strategies for designing effective project-based learning environments? How can teachers support students in self-directed projects?
• Allison: How can literature circles be used to build positive community both in and outside of the classroom?
• Dayonne: What are the challenges and benefits of involving language arts students in service-learning projects?
• Kiran: How can the use of literature in the classroom inspire students to become involved in humanitarian work?