During the first half,they designed and then answered questions about the natural and social world,including “Are the plant cells at the bottom of a nearby mountain different than those at the top of the mountain?” and “Why do we cry?”.They not only doubted one another’s questions,but also the answers they came up with.
During the second half,the group practiced what they called“the literary and mathematical arts.”They chose eight novels to read in eight weeks.That is more than the school’s English class reads in an entire year.Meanwhile,each of them focused on specific mathematical topics.They sought the help of their teachers,consulted books and online sources and,whenever possible,taught one another.
They also each undertook an “individual effort”,learning to play the piano or to cook,or writing a novel.At the end of the term,they performed these new skills in front of the entire school.Because they felt the whole experience had been so lifechanging,they ended up making a film showing how other students could start and run their own schools.
The students in the Independent Project are remarkable but not because they are exceptionally motivated or unusually talented.They are remarkable because they show the kinds of learning and personal growth that are possible when teenagers feel ownership of their high school experience,when they learn things that matter to them and when they learn together.
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