Dispelling the Myths of a Project

I love inquiry and projects, everyone who’s worked with me knows how much I love them. Here’s the problem. Not everyone loves them as much as I do because they have many misconceptions about what a project is and what one should look like. 

“Projects aren’t true assessment.”

Assessment is a well-rounded, multi-faceted practice that is based on many different tools. Quizzes, Tests, Exams, Projects, Performance Tasks, Worksheets, Standardized Assessments, and everything else we use to gather data about our students are a series of snapshots. True assessment requires many points of data to extrapolate what it is that we need to know and that is the level of understanding and performance in applying their knowledge.

“You aren’t assessing knowledge, only skills in a project”

You are the master of your craft. Your assessment tools is what you make of it. My various forms of rubrics and reflection are outcome-based and translate into the score type that I require from letter grades, levels of achievement, percentages and more. Evidence is everything. Feel free to email me and I’ll be happy to share my rubrics, help with editing yours or making suggestions for different tools to meet your needs. You can also check out my Ninja Plans uploads.

“I teach in an academic school. This doesn’t meet our mandate.”

I’m not sure where to begin with this one because I too teach in an academic school. I have taught in teacher-directed classrooms, student-centered classrooms, low-income, high-income, traditional and inquiry-based schools. A project is what you make of it. A dear friend of mine teaches in a Cogito program and we use many of the same projects with some adaptations to suit our contexts. A project is an application of the knowledge gained through instruction to demonstrated understanding. As the teacher, you are responsible for ensuring that implementation is meaningful and authentic to your setting.

 I’m sure there are many more myths, roadblocks or things preventing teachers from implementing more projects. I’d love to discuss this further with anyone that would like to do so. What “blocks” exist to implementing some of the projects you see or wish you could try?


What does learning and teaching look like in your school?


This weekend I was faced with the question of what should learning and teaching look like. While this will depend on the context of the school itself, we are given a mandate through our curriculum, the inspiring education document and a ministerial order that drives our teaching practice. We also have our own expectations placed upon us by the union through the teaching knowledges, skills and attributes.

In the grand scheme of things, we want to see kids who are:

  • engaged in meaningful learning,
  • developing skills through their learning and a classroom activities that will support them in their future lives, education, and careers,
  • able to express their knowledge and understanding in a variety of ways,
  • getting a say in their learning,
  • enjoy learning, and
  • wanting to come to school each day

The real question lies in how we get there. I have been fortunate to have been given many opportunities to look at all aspects of education from inclusion to teaching to support and even at resources. It is important that all of these areas work cohesively together and are well supported.

We also need teachers who are willing to be risk takers, allow themselves to be vulnerable and are passionate about student success. You need to love what you do and realize that the kids come first. You need to strive to make yourself uncomfortable because it is my strong belief that innovative learning begins at the end of your comfort zone. You can be a good teacher but it is that burning desire to grown and share. Ones who are willing to ensure that each student has access to what they need to succeed while being included in all that we are doing in class. The ones who see their job as more than a job. How do we get teachers to jump in with both feet?

What does learning and teaching look like in your school? It is what you think it should look like?


Yes we have fun, but we work hard while we’re at it.


Today I was walking through the hall at recess and overhead one of the students saying they wanted to be in my class next year because I have cool furniture and we keep the lights off the majority of the day. The reaction my students had to this comment was pretty awesome.

“Miss A’s class is hard. It looks fun and comfortable on the outside but when you’re in it, she challenges you. We work hard. The couch is pretty cool though.”

That’s what I strive for my class to be – a challenge. It shouldn’t be hard to do, but I expect that my students work hard at their own level. Each activity is carefully designed for students to do at their own level. A student needs to make the choice if they don’t want to succeed in my class because they have the freedom to push themselves beyond where they think they can if they take the chance. The work isn’t the hard part, it’s the acceptance that you can always keep improving that is the hard part. Once they accept that, the results will show they are capable of much more that what most people expect of a 10 year old.

Visible Thinking Strategies

I love the book Making Thinking Visible. It is one of the few books I was given to read in university that I regularly reference. This was one of the things I brought with me into the classroom. Here are a few strategies my students really enjoy:

C(olour) S(ymbol) I(mage)

My students are currently working on a critical challenge from Learn Alberta about the impact of various groups on the Canada’s national Identity. Rather than rating the impact, we decided to look what the impact was and how they shaped Canada. After researching the several groups, we created Colour, Symbol, Image charts to show our understanding of these groups.  Our grade 7s are quite familiar with the CSI strategy and partnered with us one Friday to teach us the strategy. This helped my students express their thinking and reasoning in a more clear way. The great thing is that these are easily scaffolded for students. You can have students work at their level. I have a large variety of levels and each of my students was able to explain why they picked the their colour, symbol and image. The great thing is that it is low key and personal. I really start to see how the kids take in information and process it.

Here are a few examples from my students:

Emma  JoshGillian

I scan a lot of the work my kids do to share with parents, which parents appreciate. This piece of work in particular, received a lot of parent support.

“WOW.  Thanks for sending us the material.  Gillian mentioned how much fun she had collaborating on the project with the grade 7 student.  Gillian was really thinking outside the box to come up with the open door aspect.  Great job teaching those kids to think for themselves!”

Chalk Talks

Another strategy that my students really enjoy are Chalk Talks, which are silent conversations about a topic. I will give a photo or word prompt in the middle of a sheet and the students will write what they think, know, or wonder about the prompt. Some students will add a picture. There is also the opportunity to respond to others and build off their thoughts.

Some of the practical uses are:

Assessing prior knowledge of students – It often surprises the students to see what they already know about a topic of study. Also, their questions help me shape my planning. I try to find ways to answer many of their questions. For Electricity, I taught the unit through their questions, often referring back to the chalk talk sheets which were up on the wall.

Assessing what was learned – My students chose to reflect on their learning in their Science unit on Electricity through a Chalk Talk. We came up with statements for them to respond to in the activity. It was a good way for me to ensure my instructional goals were reasonable and achieved.

Communicating with others – I have a really great group of kids but they often work with the same people over when given the chance. This gives a chance for all my students to interact with each other and support each other.

Differentiation – Students are able to challenge themselves to work at their own level. Some of my students draw a picture, others write many ideas and some only write a question they have or something they don’t understand. No matter their contribution, they take away from the fact that they are a community of learners and are there to support each other.

Discussing difficult issues – Many of my students shy away from verbalizing their thoughts in tough conversations. We saw this as there was a lot of name calling and teasing going on at one point in the year. I used a chalk talk for students to respond to how they felt about the things I was hearing from them. I mixed in positive expectations as well. It was a very powerful activity and drove the point home that no one actually wanted to make someone feel hurt or bad about themselves.

Below are some samples. The first photo is of the Chalk Talk the Grade 7 students at our school did for their structures unit. The rest are my students working on their first ever Chalk Talk. Since then, we have completed many more of them and the students really enjoy working on them.

IMG_3045 IMG_3114_2 IMG_3122 IMG_3149_2

Compass Points

I used Compass Points when I introduced my students to Socratic Circles to help them look at the various facets of an idea or proposition. When we practiced Socratic Circles, we used the idea of a school wanting to segregate Phys Ed classes. Students originally started with a Pros/Cons list but their thinking did not go much deeper than “I agree or I disagree because…” For their second practice we used the proposition school wanting to implement school uniforms. We used to compass points to direct or preparation for their socratic discussion. This allowed for students to dig a little deeper as to the information needed to understand the topic further rather than just positive or negatives.

The compass points stand for:

  • E = Excited. What excites you about this idea or proposition?
  • W = Worrisome. What do you find worrisome about this idea?
  • N = Need to Know. What else do you need to know or find out about it? What additional information would help you?
  • S = Stance, Steps, or Suggestions for Moving Forward. What is your current stance on the idea or proposition? What steps might you take to increase your understanding of the issue?


By placing a statement on the board, students are asked to come up with questions they have. I have used this a few times to help develop a guiding question for our inquiry projects or for our upcoming units.  The directions are fairly simple:

1. Write as many questions as you can.
2. Do not discuss, judge or answer any questions.
3. Write down every question exactly as stated.
4. Once all questions are written, change any statements to questions.

Next we look at ways we could improve the questions. Each student picks 2 of the question they think will help guide their study. We looked at open and closed questions together to start. Students co-created criteria for powerful/open questions and go through the process of improve the questions selected. The students really enjoy these because a lot of their initial questions are answered or have encouraged them to continue investigating on their own.



Screen Shot 2015-05-07 at 4.44.59 PM

Other thinking strategies I have used in teaching and in my practicums include and the students enjoyed because they allowed them to come back to their initial thoughts and questions through out their learning include KWL charts, See Think Wonder and Connect-Extend-Challenge.

Along with posting their thinking strategies. I keep an inquiry wheel up on the board for students to see the process. We visit it together to see where we are, what we have done and where we are going. It helps the students be involved in the planning as well as have input into the process. This was our first inquiry wheel until the school provided us with an laminated poster we can write on directly. I have also added to the board the 3 Es from the Ministerial order and the competencies so the the students are familiar with the vocabulary.

IMG_3048 IMG_3220