Launching Student-Designed Projects

For world school educators in the northern hemisphere, I’m curious … Is it too soon to mention community and personal projects in a blog post? 😊

Because of my special fondness for these experiences, I’m going to answer my own question with a resounding “NO!” In fact, these first days of the school year are perfect for generating enthusiasm and belonging through student-designed projects. What if students could begin the academic year knowing this is their year to imagine, plan, create, and complete a project of personal value within a supportive school culture?

In launching the projects, because of time constraints, there is often the temptation to jump right into supplying students with information about assignment details (developing knowledge) … What is the project? When is it due? What expectations define it?  While information about specifics is important, leading with this orientation sets up the project as just another box to be checked, another assignment to be completed.

Instead, here are two ideas for developing understanding about the power of self-expression through student-directed projects:

1. Involve older students who completed the project in recent years as essential peer mentors. Invite their insights to questions like: How did you choose your project? Did you stick with your first project idea, or did your thinking evolve over time? What highs and lows did you encounter along the way? How did your project lead to self-discovery about personal beliefs, values, and ideas? What advice would you give to this year’s students about process learning?
   
2. Invite grade-level teachers to incorporate project design questions as part of their get-to-know-you efforts during the first weeks of school. Conversation starters might include: What do you like doing during your free time? What personal interests would you like to explore in greater depth? If you could take on a project that allowed you to express something of deep importance, what would it be?

By emphasizing learning from a deeply intrinsic perspective, we invite curiosity and excitement, and we engage students in possibility thinking rather than compliance thinking. Students want to be seen, heard, and valued for their unique talents and interests. Culminating or personal projects provide wonderful opportunities for students to thrive in this way.

What other conversations and actions take place inside schools that make student-designed projects focal points of learning? Please respond to this blog post with your own ideas and experiences and join me on social media for lively discussions about transforming culminating projects into self-discovery experiences.