Our little cross curricular action research project in grade 7 at Glendale Sciences and Technology School did in fact take place late last winter and early spring, and boy, what an incredible experience it turned out to be! It's been a while since we finished in early May, and it's taken this long for us to get our heads around what we accomplished... and didn't accomplish. I've copied the details of our project below from the first post about this project, and added my italicised notes where applicable. All of that is followed by some observations at the end.
Increased Engagement Through Purposeful, Self-Directed Cross-Curricular LearningIncreased engagement... oh yeah, but not at first for all kids. We observed that the kids who were most difficult to engage were the automatic A's; kids who were very used to getting top marks with minimal effort. We correlate this to the phenomena of the 'study sheet.' These kids are very good at the remembering part of Bloom's Taxonomy, but beyond that were a bit more frustrated. This told us a thing or two about the sort of assessment we didn't want to focus heavily on, but certainly not discard. After all Bloom's is a taxonomy, not a hierarchy, right?