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Team Projects Engage Students, Enhance Learning
by Dennis O'Brien Recently observed students engaged in a challenging enrichment curriculum at Gifted Resource Council reminded me of how valuable the "team project" approach to learning can be. Thirty preteens studying the interrelation of ecology and economics were challenged to create a profitable business venture which would respect the dynamics of both disciplines. They filled out job applications and were "hired" into various divisions of a company formed to produce and market tie-dyed T-shirts. The production and marketing teams researched the pros and cons of using natural or synthetic dyes in terms of consumer desirability, cost and impact on the environment. The finance team priced materials, made spread sheets, determined what to charge in order to make a profit, issued and sold shares, and calculated the results. They also absorbed—and communicated to their fellow entrepreneurs—an impressive technical vocabulary. As it turned out, they underestimated the prowess of the marketing team, which sold 180 shirts at $6 each, far more than anticipated. The result: a 150% return to every stockholder, plus enough undistributed profits to contribute a scholarship! Max Riley, 10, was enthusiastic "because you get a very useful head start in economics and learn how the environment is being used and mistreated." This approach fosters problem-solving, communications and team work which are rare in most classrooms, as well as an aggressive mastery of facts that students often consider boring. Instead of studying in isolation, classmates become teammates dependant upon one another for success. Instead of preparing to master a body of facts for a test, energies are directed to accomplishing practical tasks which require students to quickly assimilate quite a bit of solid academic material. "It was fun because we faced many hands-on, real-life problems, and it was educational because we learned a tremendous amount of economics and how to operate our business using environmentally safe material," says Ian Henderson, 11. Another 30 students re-enacted an ancient Egyptian funeral as authentically as possible. At the outset they brainstormed questions they thought they might need to answer in order to succeed. Two weeks later, they were amazed to discover how much more they had learned than anticipated. "A lot of kids don't like to learn things the normal way, so they don't pay attention and don't learn anything. But here we learn new and interesting things," explained Clair Burwell, 10. Maria Chapman, 9, said the Gifted Resource Council curriculum is "fun and entertaining." “I like it because you learn a lot about the subject and understand it.” Maria said. Maria's mother adds, "I have never seen her as engaged or enthused about school. This approach is very important because working on team projects is how we do it at Monsanto, and it's difficult if you haven't ever done it before." This team project approach can be used in conventional classrooms. For example, fourth graders at Forsyth School study the Revolutionary War by creating a living museum, and third graders are engrossed for months traveling the Oregon Trail. Many teachers resist team projects because they require more extensive preparation and greater flexibility. "Of course you don't know exactly where their interests will take you," acknowledges teacher Jennifer Spring. "On the other hand," she adds, "the students didn't expect to work so hard themselves, but they really got excited and did." Susan Flesch, the council's executive director, said students, remember best the things they are actively involved in. "The hands-on, interactive approach reaps benefits for children not only academically, but also socially and emotionally. Thus, the whole child grows," Flesch said. For more information regarding Gifted Resource Council, please call the GRC office at 314-962-5920. |
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