Powerful Project Portfolios

Recently, a headline caught my eye about teaching in the outdoor classroom. Trying to transition away from teaching, I resisted the magnetic vortex pull to read it, and uncharacteristically, did not even bookmark it. Now I am haunted, wondering, where and how could I at least facilitate learning outside that would be so naturally integrative, yet keep me with people interested in systemic change to all kinds of learning environments. No answers yet, just wondering.

Running in place, remember that tedious calisthenic? On some level you recognized the activity was good for you, but you would much prefer running around instead? I feel that way about learning. I can sit at my computer for hours on end GoOgling and yet it is so much more satisfying to go somePLACE and learn. Are you learning in place? Tell me about your learning in place projects and how they fit into your school day.

If you had the curriculum and the technology tools to manage student service learning projects in far-away places, would your school offer credit? Are you, or some school you know about, already awarding place-based learning credit? Help me discover and learn all about you!

My project this week is to discover if there are any groups of students who, for some significant chunk of time, spend more time learning and earning credit outside of a classroom than inside.

The modern rapid pace of technological change often contributes to confusion and a fragmented sense of oneself in society. Many young people emerge from twelve or more years of schooling with no idea who they are, where they might belong, or what they should do next. I believe that when a young person explores an interest through working on a problem with others in the real world, they gain not only new skills and knowledge, but learn something about who they are and might become. 

Although schooling is changing, pressures on schools to address the No Child Left Behind Act and to meet Annual Yearly Progress prevent rapid innovation more characteristic of non-school systems.

Through my own project-based career, I have come to understand not only what constitutes a powerful learning experience, but how these experiences can address state-specified learning standards that translate to credit required for graduation. Consulting on evidence portfolios allows me to pursue my personal vision of “every student empowered for life through an informed identity and the economic opportunity afforded by academic credentials.”

The PPP journal - This journal is for collecting research, notes, and resources that will help me to help high school students, their parents, and their teachers plan and assemble powerful project portfolios.

Portfolios help a person to showcase their learning and talents in preparation for graduation, college entrance or employment. Many schools around the United States, particularly in Washington State, have already implemented an electronic portfolio system and are also requiring seniors to complete a culminating project. I believe these projects and portfolios, when conditions for powerful learning are met, can open doors to the future and provide crucial insight into the developing self.

Powerful Learning Experiences (PLEs) start with a genuine problem, become focused through research, gain momentum through a significant project, change with reflection, and often end in sharing a portfolio of the work with an authentic audience. In addition to their high motivation factor, powerful learning experiences are frequently interdisciplinary in terms of the subjects studied for credit in school, therefore addressing curricular need for real-world relevance.

Some schools already have formalized programs in the form of service learning projects, internships, apprenticeships and articulated credit transfer agreements between high schools and colleges. Much more work is underway to certify the learning competencies a student achieves through a wide variety of less formal means. My concern is that the culture of schools often makes it difficult for students to explore and take credit for rigorous and relevant opportunities outside of prescribed coursework, even though opportunities abound.

Learning gained through powerful learning experiences must be carefully planned, monitored and approved to count towards a graduation certificate. Students need an advocate, navigator, guide, and coach to be able to take full advantage of this new approach.

I am experimenting with this blog as a venue to collect and publish stories, share my explorations and reflections, and attract others working in areas of youth engagement and educational opportunity.