Category Archives: The Hands-On Learning Project

08/6/14

Outdoor Passions

At my practicum school we had a program called Passions, where at some point in the year students got to be pulled out of class to do something they were passionate about. Students got to sign up for the various passions. These pictures are from the day that I helped out with Outdoor Passions. Some of these students had never set up a tent before. It was really neat to watch them figure it out, and to watch them collaborate. They also learned about the different kinds of tents and what they might be used for. I would definitely do this with my students in the future. Camp set up is a great team building exercise. I had students guess which tent I spent a year of my life living out of; they were shocked when I pointed to the little 2 man.

Every part of this activity captivated the students. The success of building something and the feeling it brings is often underestimated. They also had lots of fun playing in the tents. One is never too old for forts. This is an excellent example of a hands-on-learning project that could be done in just about any intermediate classroom. Ideally, you would not have more than 3-4 students per tent so they all get to participate. It  could even be tied into math through geometry, or science by looking at what makes a tent season appropriate and able to withstand weather.

tent 1

tent 2

02/16/14

Re-purposed Bottle Garden

So, I initially got this idea from Dean, at Urban Green Survival. He lives on the 28th floor of an apartment in Sydney. He’s got a great video of how to make these (the smart way) here.

Then, I got really excited about this project when I saw the success that Stephen Ritz had growing an “edible wall” in his classroom in the South Bronx. [Side note: I loved this quote from a poster in his classroom: “Bring your body and your brain will follow.” Apparently this is also a mantra of sorts in meditation and in addiction treatment.]

Then, I told my mom about this project and how I thought it would be really neat to have in a classroom. Because my mother a) has a classroom already, and b) is less of a dreamer and more of a doer than I am, she did this project and had it in her classroom last year. Her grade 2/3/4 students grew strawberries. They loved it. So. Cool.

Here’s why I think this is a worthwhile instillation in a classroom.
  1. Science. It is a valuable learning experience to watch plants grow from seed.
  2. If you can get kids excited about growing things, maybe you can get them excited about eating what they grow. Food deserts are numerous and growing. Snacks have become synonymous with processed corn and fat. Let’s put a bit of healthy in our schools.
  3. It is empowering to have the know-how to meet your own basic needs. Are these window gardens going to feed everyone? No. But, they can help teach the basics of planting and growing food.
  4. It teaches patience.
  5. Living things make for a stimulating and beautiful classroom landscape.

The project: Re-purpose 2L pop bottles into a hanging window garden.

Materials:
  • 2L Pop bottles with lids (I used 3 per set, but you could make them as tall as you wanted.)
  • string
  • paper or paint to black out the soil-filled part of the bottle
  • glue
  • Duct tape for prevent injury on the sharp bottle edges (optional)
  • potting soil
  • seeds
  • water
Tools:
  • Drill and 1″ bit
  • Rasp or file
  • Utility knife
 Some plants that might be worth trying to grow:
  • lettuce
  • arugula
  • spinach
  • parsley
  • basil
  • chives
  • mint

02/1/14

Grade 8 Students Make Base Metal Rings

Students in this grade 8 metal work class worked diligently to make rings using tools in the shop from propane torches to wire wheels. Some students even chose to engrave their rings. Every student was actively engaged during class time.

Some skills and knowledge acquired or practiced in this project: measurement, fine motor skills, tool use, greater understanding of properties of metal, sequencing, safety, sharing and co-operation.

01/20/14

Eye on the Arctic

Eye on the Arctic

“It’s a major draw for students. We get a different type of learning and accomplishment.”

Students at Wood Street School in the Yukon take a hands-on course on everything “from practical skills to business know-how”. What a great way to incorporate different kinds of knowing in the classroom! Also, what a way to include First Nations culture and history in the school. Awesome!

01/20/14

An Introduction to the Hands-On Learning Project

Over the course of the next few weeks I will be posting simple, practical, hands-on learning projects for classrooms of various ages.

Why should we care about practical skills and hands-on learning? Here’s why.

  • One way that people learn is by doing. [Side note: There is some debate about which, if any, learning styles models are valid, visual/auditory/kinesthetic being one of them; however, many educators put their faith in them (Willingham, 2013). Some philosophies, including that of Maria Montessori and her followers, advocate for hands-on learning not as a style for some, but a necessity for all (Montessori, 1936).]

  • When students can see the point of doing something, they tend to be more highly motivated. (Pintrich, 1999.)

  • By allowing different kinds of knowing into the classroom we welcome students’ various funds of knowledge, making the classroom a more diverse and potentially nourishing learning environment.

  • Motivation in classroom settings is tied to self-efficacy (Ames, 1990). When we create more diverse opportunities to show competence, students who may not excel in other areas are given a chance to shine.

  • Varying instruction and activities helps keep the classroom interesting and exciting.

  • Life after and outside of school will demand practical skills and understanding of tasks.

  • Practical (life) skills can integrate into the curriculum and help to bridge cross-curricularly.

  • Creating work that can be displayed in the classroom can help make the classroom a meaningful and welcoming place for students.

  • Some skills projects, such as growing vegetables, can help to promote healthy lifestyles in the short and long term.

  • Practical, hands-on learning is an important skill that schools should help develop in students if they hope their students will go on to be life-long learners.

Works Cited:

Ames, C. A. (1990). Motivation: What Teachers Need to Know. Teachers College Record.  91:3, 409-421.

Montessori, M. (1936). The secret of childhood. B. B. Carter (Ed.). Calcutta: Orient Longmans.

Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of
Educational Research, 31, 459-470.

Willingham, D. (2013). Learning styles. In H. Pashler (Ed.), Encyclopedia of the mind. (Vol. 12, pp. 467-469). Thousand Oaks, CA: SAGE Publications, Inc. doi: http://dx.doi.org.ezproxy.library.ubc.ca/10.4135/9781452257044.n174