Chapter 10 - Celebrating and Reflecting

     There is importance in making time for reflection. In this fast-paced world, students often lack the time it takes to reflect and review what information they were just given. According to the constructivist theory, this time is an essential part of the learning process, and gives students a chance to look at information at all sides, while simultaneously forming new inquires in their mind and asking questions. This practice, just as with many other steps in the learning process, is basic and needs to be remembered and utilized.
     As students come to be familiar with creating and accomplishing projects, they inadvertently begin to expand their knowledge and thought processes - basically, students are elaborating on information they already knew by learning more and participating in projects. A natural progression of this is that students want to know more. Asking students what they want to know - what questions they still have, what new ideas surfaced, etc. - gives way to deeper and more elaborated learning. Taking time at the end of a project to ask students what they learned and what gaps they'd still like to fill (or even what new avenues of information they have wondered about) is a perfect opportunity to open doors to more projects.
     The identity of schools and the traditions they uphold go hand-in-hand. From anything like a championship football team to award-winning Mathletes, success helps make schools known. It's never too late to put a school on the map for learning excellence - all it takes is one class to start the tradition. Implementing project-based learning early helps set young students up for the expectations that await them in their later school years. When success plays a role for multiple years and generations, notice is always taken. In many disciplines it is said that introducing a concept to children at a young age sets them up to be more proficient throughout their lives; such success in school is no different.
     Along with reflecting on a completed project and being recognized throughout a community for such success, a celebration needs to be a part of the project. The ideas for creating such a celebration are endless, with only one thing to keep in mind: students should be rightly proud of all they've accomplished. Examples such as displaying student work, creating an event where the community gets a chance to view their accomplishments, even praise from parents and family - all of these ideas instill pride in hard work and greater self-esteem.
    This chapter relates to our current project primarily because it gives us an idea of what to plan for as a project comes to a close (much as ours is soon). It reminds us to remember the final steps in project-based learning: reflection, elaboration, and celebration.