Teacher(s) Name: Mr. Kiser
School: Elko MS
Grade Level(s): Grade 8
Content Area(s): World History
Lesson Summary
Using Project Based Learning format, students address the driving question,”How can we as museum curators organize a museum exhibit that explores the early river valley civilizations in detail?” Working together as a class, they brainstorm and plan the content and design of their museum exhibit by networking with a professional from the Virginia Historical Society, and researching museums across the world. Finally, students open a museum of interactive exhibits, artifacts, games, and costumed interpreters showcasing each religion for their community to enjoy.
TIPC Ratings
Research & Information Fluency
Rating:Ideal – Explanation: The instructor modeled multiple ways to locate, filter, and assimilate academic research information in an authentic, real-world manner. Students participated in an activity identifying web sites and articles that came from credible and reliable sources. They arranged a conference with a professional at the Virginia Historical Society to help learn first-hand how exhibits are designed and constructed. And the instructor emphasized the importance of using primary sources wherever possible. Students also elected to analyze how information is presented in a factual, yet interesting and exciting manner in museums so they could replicate it. Students synthesized their research to create engaging and informative museum exhibits that would be shared with their community.
Communication & Collaboration
Rating: Ideal – Explanation: Students discussed and determined the committees they wished to form, as well as the digital systems they would use for communication, sharing resources, electing leadership roles, and making collective decisions effectively and respectfully so that everyone had a voice and choice. By virtue of the PBL approach, the instructor allowed maximum autocracy and self-determination to the class. Individuals and teams regularly reported their progress to the class and received feedback from their peers. They succeeded in collaborating and creating the best possible product, while holding each other accountable to the collective task.
Critical Thinking & Problem Solving
Rating: Ideal – Explanation: The instructor implemented this project so that each and every step was as authentic to real-world tasks and challenges as possible. Any professionals they wished to contact for help in the community, any resources they determined were necessary, and any ideas they could develop, defend and logically map out, were supported and pursued by the instructor. Each day, the class would assemble so groups could share their ideas and progress. This allowed for the others to ask questions and push each other to reflect and consider unique perspectives in effort to achieve the best possible product in the end. Ultimately, students determined exactly how to create their museum, map out the logistics, and handle problems or conflicts as they arose. They decided for themselves, with advice and support from the instructor, but more importantly, through trial and error, and reflection and revision.
Creativity & Innovation
Rating: Ideal – Explanation: The instructor allowed students almost full determination on what direction to take this project. Any ideas they developed and agreed upon were manifested and achieved, so long as it was within their means. For one evening, the class turned their school into a museum of world religions that was open to the community. In teams, students created exhibits that would showcase each major religion. Students used a variety of media to create unique, engaging, and interactive exhibits. From videogames, to interactive pictures, lifesize replicas, and crafts, each team created an innovative experience for museum goers.
Student Artifact
Lesson Materials
