“When Sam Levin
was a junior at Monument Mountain Regional High School
in Great Barrington, Mass., he realized that two things were in short supply at his school: engagement and mastery. He also noticed that he and his peers were learning plenty of information, but not much about how to gather or create their own data. And he noticed that students were unhappy. So he took it upon himself to design a school where students would feel fully engaged, have an opportunity to develop expertise in something, and learn how to learn.” (source)
The program Sam designed, The Independent Project
, debuted in 2010 and is still going today. Students applied, proving that they could manage their time well. The majority of the semester is structured into half-days. For half of each day, per week, students choose a question to investigate and then share with the group at the end of the week. The other half of the day is filled with a semester long individual project that could be learning a musical instrument, writing a book, etc. The last 3 weeks of the semester the students work collaboratively to create a project for social impact. The only requirements of the various projects are “effort, learning and mastery.” There are no grades; it is pass/fail.
This student-guided experiential education is the key! Parents of students at Sam’s school were concerned about not having letter grades for the project, but colleges were excited to read about students who did something different. Not only that, the project helped students develop skills: they were more proactive, self-motivated, good with managing time, focused, collaborative, communicative, curious, and engaged.
For me, one of the unexpected positive outcomes of this project is that it has shown the teachers what the students are capable of, and has encouraged teachers (of regular school subjects) to give ALL of their students more choice- what to read, which topic to study, how to present. And through this process the teachers are also discussing their own roles in student education. Holy reflection, Batman! The teachers are trusting the students to make decisions about their own learning!
“Students who have gone through the program ask more questions and have a greater awareness of how to answer them; construct their questions more carefully; became more thoughtful in the way they consider ideas and evaluate sources; and became better at managing their time.” Win.