I made my classroom look like the real-world — and test scores soared
An elementary educator ’ s classroom simulates real life — and boosts test scores real world classroom
By Anthony Johnson
Think about the jobs in today ’ s economy — the ones we ’ re supposed to prepare students for after graduation . Are employees evaluated using bubblein tests to prove they know the ins and outs of their job ? Do they learn and use new skills one at a time in a vacuum ? The questions sound a bit silly until you realize too often that ’ s what students take away from their education . Why is the culture to drill facts into students ’ heads just to pass a test ?
Just like in the real world , my students show what they can do through projects , teamwork , and research . Is it working ? Well , according to state science exams , my students consistently score higher than other science classes in my district .
I ’ ve never been a big believer in teaching to a test . Indeed , since my first year in the classroom I ’ ve used a project-based model with my science and social studies classes . On the first day of school I issue my fifth-graders a PASSPORT ( which stands for Preparing All Students for Success by Participating in an Ongoing Real-world simulation using Technology ) and explain that their yearlong adventure to “ Johnsonville ” starts today . The school year is a simulation of adulthood where students work , create , and learn about personal finance and entrepreneurial skills . They experience real-world situations and gain insights into global affairs . Students tend to view my classroom less as a “ classroom ” and more of an interactive city where all projects intertwine to create an ecosystem of businesses and homes .
Each student has the opportunity to become an entrepreneur , politician , banker , and more . They are given $ 1,000 in Johnsonville cash to begin their lives . Students must buy a house or rent an apartment , earn wages , and manage their finances . As the children buy and sell items I donate , they learn math skills along with life lessons .
As they would in a real business , they manage a database of their clients or suppliers , create advertising plans , and track their income to ensure they are making a profit . Students even learn different levels of government and hold elections for positions of power , including president and city council . Students can also earn extra money through academic achievements and good behavior .
Here are a few reasons I believe this model works so well with students .
• Project-based learning is relevant to students . In Johnsonville , students explore issues like buying a home , paying rent , starting a business , and managing finances . Students see adults face these same issues and can relate what happens in Johnsonville to the real world . Relevancy makes each lesson memorable , meaning students are more likely to remember the overall concept of a lesson as opposed to memorizing facts for a test .
• It encourages collaboration . Desks are designed for individual students — which is why I don ’ t have any . In my classroom you will only find tables , collaboration bars , and sofas that are perfect places for students
to think creatively and problem-solve . It is important that students take an active part in their own learning and are able to solve problems using what they know and have learned . By using critical thinking skills to collaborate and complete performancebased lessons , my students are fully engaged throughout the entire school year .
• Students are in control . Other teachers trying PBL often tell me , “ my kids can ’ t do it ” or “ it ’ s a lot of work .” I think the real issue here is teachers not wanting to give up control of their classrooms . PBL gives me the freedom to facilitate and encourage critical thinking . Additionally , I find students work better when the teacher isn ’ t hovering over them . PBL promotes students to think creatively and build the 21st-century skills they need to be successful in today ’ s job market .
• Students are using pre-built , credible , standards-aligned curriculum . I have discovered Defined STEM is a great tool to help me create relevant lessons I can incorporate into Johnsonville . The supplementary curriculum provides students with research resources , videos , and project prompts that encourage students to think outside the box and put them in real-world situations .
On test scores
The state of North Carolina does not test students on collaboration and citizenship , but does consider critical thinking a key ability . I ’ ve discovered the best way to test student ’ s critical thinking skills is through project-based learning . In addition to working in the realm of Johnsonville , students complete at least one project a month to show what they ’ ve learned in a real-world situation .
North Carolina State testing shows that my PBL model improves student scores . At the end of the 2016 school year , my fifth-grade students scored an average of 85 percent on the state science exam , while my school as a whole scored 58 percent . It ’ s not a leap to suggest the focus on PBL and hands-on learning was the catalyst for this major boost .
It ’ s important to remember that every child is different and learns differently . Relating classroom lessons to real life helps students at any level connect with the content and interpret it in a way they are able to understand . When students become part of their own learning , they take pride in their education and become more engaged . PBL not only keeps students busy , but it allows each one to show what they ’ ve learned in a creative , supportive , and collaborative environment .
This article was originally published on eSchool news on 10 / 7 / 16 .
Parent Teacher News • November / December 2016 • 3