Four-Day Delight: School Week Shake-Up!

11th Grade Project 4 weeks

Four-Day Delight: School Week Shake-Up!

Ari D

Critical Thinking & Problem Solving

Collaboration

Effective Communication

Self Directed Learning

Content Expertise

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Purpose

The purpose of this project is to engage fourth graders in exploring the impact of a four-day school week through experiential learning and active inquiry. Students will participate in hands-on activities such as role-play and collaborative research to investigate how different school schedules affect individuals and communities. They will cultivate critical thinking, communication skills, and self-directed learning by contributing to discussions on education policies, fostering a deeper understanding of civic participation and decision-making processes.

Learning goals

Students will engage in age-appropriate exploration of school schedules, focusing on understanding how changes to school weeks can affect learning and well-being. They will use basic data interpretation skills and simple economic concepts to discuss outcomes and make recommendations. Collaboration will be fostered through interactive group activities where students listen, share, and build common solutions. Effective communication will involve presenting findings to classmates, providing peer feedback, and reflecting on their experiences. Self-directed learning will be encouraged by guiding students through their inquiries and decision-making processes, creating a foundational understanding of policy discussions.

Competencies

Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.

Products

Throughout this project, students will craft visual case study presentations reflecting schools with varied schedules, emphasizing impacts on academic achievement and community wellness. They will collaboratively write debate scripts that showcase the viewpoints and concerns of diverse stakeholders such as students, faculty, and parents. Students will collect interview highlights from experts to enhance their policy recommendations. By the project's conclusion, they'll produce a formal policy recommendation letter with an engaging graphic representation that visually supports their argument for or against implementing a four-day school week.

Launch

To kick off the project for a 4th-grade audience, organize an engaging storytelling session featuring local alumni who have experienced different school schedules. These alumni will share stories about their school experiences, including the benefits and challenges of a four-day week. The session will include interactive discussions that prompt students to ask questions and express curiosity about school scheduling. By examining mixed experiences, students will gain an understanding of diverse perspectives, setting the stage for creative exploration and collaborative learning throughout the project.

Exhibition

In the final stage, students will showcase their policy recommendations in a community forum tailored for engaging with peers, educators, and local stakeholders. Small groups will present their arguments for or against a four-day school week, backed by researched data, demonstrating their understanding of varied perspectives. The audience can ask questions, fostering lively civic discussion. The forum will also incorporate analysis of historical educational policy decisions, linking past and current practices.

Learning Journey

Question

Students will work collaboratively in small groups to design an interactive workshop with alumni, refine their initial position on the essential question through active discussion, and develop nuanced perspectives by organizing data and insights shared during the session.

Days 1 - 3

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Investigate

Students will conduct in-depth research using case studies and expert interviews to gather evidence on the impacts of a four-day school week, focusing on its economic and psychological effects, while engaging in role-play debates to understand diverse stakeholder perspectives.

Days 4 - 8

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Construct

Students will collaboratively draft their policy recommendation letters, integrating peer-reviewed feedback and insights from expert interviews, while using evidence from case studies to construct well-supported arguments that consider diverse stakeholder perspectives.

Days 9 - 14

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Defend

Students will deliver a polished presentation of their policy recommendations to a school board panel, engaging in Q&A sessions to articulate their positions clearly, address counterarguments, and demonstrate insight drawn from research and stakeholder perspectives.

Days 15 - 20

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Plan

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Four-Day Delight: School Week Shake-Up!

Purpose

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Competencies

Products

Launch

Exhibition

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