So I..... er, Allison did a project on Japan this weekend. I have mixed feelings about these "projects" that the kids do in school. First grade is the robot. Second grade was an insect poster and a project about a famous African American (Alice Waters because Alice is like Allison - her teacher commented on her "unique" choice). Sometime I remember blowing bubbles in various liquids are recording the results. There seem to be many opportunities for "learning" to come home.
The Japan project went something like this. Allison brings home sheet with project guidelines. Those guidelines say something like "research one of these things about Japan - no posters because we've already done so many this year." Well, if by "so many" they mean 'none' - well then, I agree, 'none' is way too many.
The Japan project was promptly forgotten about amid the therapist appointments, piano lessons, baseball games, camping trips, and all around other crap we do. May has simply been that way - it's not an excuse, it's just a fact. Japan could have moved up on the priority list - but it didn't.
Last week, I pow-wowed with another parent to verify the date (5/29) and the guidelines. Allison wanted to do earthquakes because she found a book in my office about earthquakes and it mentioned a Japanese myth about earthquakes being caused by catfish. I thought this was a great idea. Allison thought that she could take the book to show her class and that would be an awesome project.
So, we had a talk about what the project could be (not simply taking a book in) at which point she promptly changed to wanting to do a project on the yen - thinking that then she could take in Japanese money and show her class. I reiterated that it was a project and not show-and-tell - though frankly "show and tell" might be more appropriate for 3rd graders. I refused to let her change, given that it was due in two days and I actually had a plan for the earthquake thing.
Since posters were out - I took the liberty of choosing the medium for her - cardboard cutouts. I then drew a combination of pictures she wanted (jigsaw puzzle - for plate tectonics) and pictures that I thought would round out the story (catfish, god Kashima who keeps the catfish under control, and two plates colliding like they do in Japan). I think I drew pretty awesome pictures.
Then I pasted them onto cardboard and Allison colored them in. She also did some labeling. Ok - pictures complete, coloring complete - now for the text. We nixed handwritten notes because.... well... Allison's handwriting is practically illegible. And it's slow, and the teacher will know if I helped, and I don't want to engage in a smudging battle (another post another time). So we opted to type (see picture above as proof that Allison typed some of it herself). But we ended up with my typing the words she was saying, which was pretty much what was written in the book plus my additions to make sure that the story made sense. We kindof cut and pasted from the book text. I should teach her proper citations, but whatever.
Sometimes it's hard not to compare what the kids are doing with what I did as a kid. I remember my first "research" project - which was actually 3rd or 4th grade - and assigned to me because I was bored with what was going on in the classroom. It was something to occupy me with, and I mostly copied from an encyclopedia. Our first "project"-based curriculum came in 5th grade and I remember a popsicle-stick Jamestown and a topographic map made out of playdoh. Also, there was an experiment with cabbage and beet juice. I remember getting help with all of them.
Therefore, I'm just not convinced that 1st, 2nd, or 3rd graders really have the organizational skills to pull of an "inquiry" project. Or, perhaps SOME 1st, 2nd, and 3rd graders do, but not mine. So then a parent steps in to make sure that the child meets at least the expectations of the assignment. I didn't do it completely, they are her ideas, words and coloring; but she didn't really do it either. I'm worried that the 4th grade assignments will be bigger and more complicated, and I'll still be helping. I'd like to know how many students do their projects without ANY help from mom or dad. Because if it's (as I suspect) about 10-15% - then perhaps these projects should be rethought. Or at least add "show and tell" about Japan as an option.
3 comments:
I wish I'd known about this in time to send Allison an authentic Japanese kimono - 50 years old. It would have just fit her and she could have investigated some of the cultural heritage of Japan.
Also, I definitely remember typing for Robbie when he had to write his autobiography, and that was 5th grade. He talked, I typed, and it got done.
I don't think that research skills are taught very well. It takes too much time to teach the skills, and the curriculum doesn't allow the time. So instead of teaching it a little at a time, the teachers just assign a project, as though the kids know how to research. Not saying it's all the teachers' fault, because, again, those skills often aren't part of the curriculum. Also, administrations and school boards want to see kids doing "projects." Your kids are lucky (although you, not so much) because you know how to do research and you can teach the skills and help them find information. But the kids who have parents who are unable or unwilling to help? They just continue to fall further and further behind.
Well, yesterday one kid brought in candy sushi, and another taught the class to make samauri hats. Too bad she didn't pick food, we could totally have put Brian on that.
I did put the book in with Allison's stuff, so she gets to show the class the book too, which made her extremely happy.
I agree about the research skills, and sadly it's true of college students too. You assume "they'll figure it out." Some do - most don't.
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