Engaging Perry High School Students Through Project-Based Learning.
The van drew up to Pittsburgh Perry High School and Justin Mazzei and Jerel Webster, of Manchester Craftsmen’s Guild Youth & Arts (MCG), climbed out and began unloading a Raku kiln, propane tanks, and other supplies into the school’s parking lot. The Northside nonprofit is known for its free, after-school arts programming for teens, but Mazzei, executive director of MCG Youth & Arts, and Webster, Community Outreach & Engagement teaching artist, were not there for an art class. Instead, they were joined by teacher Maria Orton and her Chemistry students, who began loading clay tiles into the kiln.
As smoke rose into the air and the temperature in the kiln headed toward 2,000 degrees, students in classrooms overlooking the lot crowded to the windows. The Chemistry students, though, weren’t there just to watch. The firing would test glazes they had created: calculating percentages, weighing powdered colorants using a triple-beam balance scale, and adding them to a base glaze to make their own solutions.
A better way to learn.
Through the glazing project, students actually witnessed the results of chemical and physical change. They learned about elements, mixtures, and compounds by working with real materials. “Giving them something hands-on, and being relevant to what we’re working on, made it a lot more engaging,” Orton says. Compared to reading about those concepts, “it made more sense because they had a reason for using that information.”
A better way to learn.
Through the glazing project, students actually witnessed the results of chemical and physical change. They learned about elements, mixtures, and compounds by working with real materials. “Giving them something hands-on, and being relevant to what we’re working on, made it a lot more engaging,” Orton says. Compared to reading about those concepts, “it made more sense because they had a reason for using that information.”
A better way to learn.
Through the glazing project, students actually witnessed the results of chemical and physical change. They learned about elements, mixtures, and compounds by working with real materials. “Giving them something hands-on, and being relevant to what we’re working on, made it a lot more engaging,” Orton says. Compared to reading about those concepts, “it made more sense because they had a reason for using that information.”
A better way to learn.
Through the glazing project, students actually witnessed the results of chemical and physical change. They learned about elements, mixtures, and compounds by working with real materials. “Giving them something hands-on, and being relevant to what we’re working on, made it a lot more engaging,” Orton says. Compared to reading about those concepts, “it made more sense because they had a reason for using that information.”
A better way to learn.
Through the glazing project, students actually witnessed the results of chemical and physical change. They learned about elements, mixtures, and compounds by working with real materials. “Giving them something hands-on, and being relevant to what we’re working on, made it a lot more engaging,” Orton says. Compared to reading about those concepts, “it made more sense because they had a reason for using that information.”
A better way to learn.
Through the glazing project, students actually witnessed the results of chemical and physical change. They learned about elements, mixtures, and compounds by working with real materials. “Giving them something hands-on, and being relevant to what we’re working on, made it a lot more engaging,” Orton says. Compared to reading about those concepts, “it made more sense because they had a reason for using that information.”
A better way to learn.
Through the glazing project, students actually witnessed the results of chemical and physical change. They learned about elements, mixtures, and compounds by working with real materials. “Giving them something hands-on, and being relevant to what we’re working on, made it a lot more engaging,” Orton says. Compared to reading about those concepts, “it made more sense because they had a reason for using that information.”
A better way to learn.
Through the glazing project, students actually witnessed the results of chemical and physical change. They learned about elements, mixtures, and compounds by working with real materials. “Giving them something hands-on, and being relevant to what we’re working on, made it a lot more engaging,” Orton says. Compared to reading about those concepts, “it made more sense because they had a reason for using that information.”
Listening to the community.
Perry’s partnership with MCG, which has involved projects in English, Forensic Science, Biology, Computer Literacy, Cosmetology, and arts classes as well as Chemistry, is one of many connections the school has made with Northside organizations. The effort to “reimagine” the school started with a community process led by One Northside, an initiative of The Buhl Foundation. Participants, including students, parents, teachers, and other community members, asked for better ways to engage students and to make the content of their lessons more relevant to their lives. Ideas coalesced around STEAM—Science, Technology, Engineering, Arts, and Math—which has natural interest for students, and project-based learning (PBL). A+ Schools got involved to help the school secure resources and to turn ideas into a plan.
Listening to the community.
Perry’s partnership with MCG, which has involved projects in English, Forensic Science, Biology, Computer Literacy, Cosmetology, and arts classes as well as Chemistry, is one of many connections the school has made with Northside organizations. The effort to “reimagine” the school started with a community process led by One Northside, an initiative of The Buhl Foundation. Participants, including students, parents, teachers, and other community members, asked for better ways to engage students and to make the content of their lessons more relevant to their lives. Ideas coalesced around STEAM—Science, Technology, Engineering, Arts, and Math—which has natural interest for students, and project-based learning (PBL). A+ Schools got involved to help the school secure resources and to turn ideas into a plan.
Listening to the community.
Perry’s partnership with MCG, which has involved projects in English, Forensic Science, Biology, Computer Literacy, Cosmetology, and arts classes as well as Chemistry, is one of many connections the school has made with Northside organizations. The effort to “reimagine” the school started with a community process led by One Northside, an initiative of The Buhl Foundation. Participants, including students, parents, teachers, and other community members, asked for better ways to engage students and to make the content of their lessons more relevant to their lives. Ideas coalesced around STEAM—Science, Technology, Engineering, Arts, and Math—which has natural interest for students, and project-based learning (PBL). A+ Schools got involved to help the school secure resources and to turn ideas into a plan.
Listening to the community.
Perry’s partnership with MCG, which has involved projects in English, Forensic Science, Biology, Computer Literacy, Cosmetology, and arts classes as well as Chemistry, is one of many connections the school has made with Northside organizations. The effort to “reimagine” the school started with a community process led by One Northside, an initiative of The Buhl Foundation. Participants, including students, parents, teachers, and other community members, asked for better ways to engage students and to make the content of their lessons more relevant to their lives. Ideas coalesced around STEAM—Science, Technology, Engineering, Arts, and Math—which has natural interest for students, and project-based learning (PBL). A+ Schools got involved to help the school secure resources and to turn ideas into a plan.
Listening to the community.
Perry’s partnership with MCG, which has involved projects in English, Forensic Science, Biology, Computer Literacy, Cosmetology, and arts classes as well as Chemistry, is one of many connections the school has made with Northside organizations. The effort to “reimagine” the school started with a community process led by One Northside, an initiative of The Buhl Foundation. Participants, including students, parents, teachers, and other community members, asked for better ways to engage students and to make the content of their lessons more relevant to their lives. Ideas coalesced around STEAM—Science, Technology, Engineering, Arts, and Math—which has natural interest for students, and project-based learning (PBL). A+ Schools got involved to help the school secure resources and to turn ideas into a plan.
Listening to the community.
Perry’s partnership with MCG, which has involved projects in English, Forensic Science, Biology, Computer Literacy, Cosmetology, and arts classes as well as Chemistry, is one of many connections the school has made with Northside organizations. The effort to “reimagine” the school started with a community process led by One Northside, an initiative of The Buhl Foundation. Participants, including students, parents, teachers, and other community members, asked for better ways to engage students and to make the content of their lessons more relevant to their lives. Ideas coalesced around STEAM—Science, Technology, Engineering, Arts, and Math—which has natural interest for students, and project-based learning (PBL). A+ Schools got involved to help the school secure resources and to turn ideas into a plan.
Listening to the community.
Perry’s partnership with MCG, which has involved projects in English, Forensic Science, Biology, Computer Literacy, Cosmetology, and arts classes as well as Chemistry, is one of many connections the school has made with Northside organizations. The effort to “reimagine” the school started with a community process led by One Northside, an initiative of The Buhl Foundation. Participants, including students, parents, teachers, and other community members, asked for better ways to engage students and to make the content of their lessons more relevant to their lives. Ideas coalesced around STEAM—Science, Technology, Engineering, Arts, and Math—which has natural interest for students, and project-based learning (PBL). A+ Schools got involved to help the school secure resources and to turn ideas into a plan.
Listening to the community.
Perry’s partnership with MCG, which has involved projects in English, Forensic Science, Biology, Computer Literacy, Cosmetology, and arts classes as well as Chemistry, is one of many connections the school has made with Northside organizations. The effort to “reimagine” the school started with a community process led by One Northside, an initiative of The Buhl Foundation. Participants, including students, parents, teachers, and other community members, asked for better ways to engage students and to make the content of their lessons more relevant to their lives. Ideas coalesced around STEAM—Science, Technology, Engineering, Arts, and Math—which has natural interest for students, and project-based learning (PBL). A+ Schools got involved to help the school secure resources and to turn ideas into a plan.
What is project-based learning?
So what does it mean to learn by working on a project, and what does that look like at Perry? PBL involves more than a creative homework assignment or a culminating activity. Rather, the project is the means through which students learn. The teacher may present background content at the beginning, and continue to provide information as needed. Once the project gets underway, however, the teacher facilitates while students direct much of their own learning, making decisions and refining their questions along the way. To answer those questions, they may consult adult experts. Often students work as partners or in small groups; they may divide up tasks and develop their own expertise. Typically, they present their results to an external audience, which may be family members, community members, or students from another class.
What is project-based learning?
So what does it mean to learn by working on a project, and what does that look like at Perry? PBL involves more than a creative homework assignment or a culminating activity. Rather, the project is the means through which students learn. The teacher may present background content at the beginning, and continue to provide information as needed. Once the project gets underway, however, the teacher facilitates while students direct much of their own learning, making decisions and refining their questions along the way. To answer those questions, they may consult adult experts. Often students work as partners or in small groups; they may divide up tasks and develop their own expertise. Typically, they present their results to an external audience, which may be family members, community members, or students from another class.
What is project-based learning?
So what does it mean to learn by working on a project, and what does that look like at Perry? PBL involves more than a creative homework assignment or a culminating activity. Rather, the project is the means through which students learn. The teacher may present background content at the beginning, and continue to provide information as needed. Once the project gets underway, however, the teacher facilitates while students direct much of their own learning, making decisions and refining their questions along the way. To answer those questions, they may consult adult experts. Often students work as partners or in small groups; they may divide up tasks and develop their own expertise. Typically, they present their results to an external audience, which may be family members, community members, or students from another class.
What is project-based learning?
So what does it mean to learn by working on a project, and what does that look like at Perry? PBL involves more than a creative homework assignment or a culminating activity. Rather, the project is the means through which students learn. The teacher may present background content at the beginning, and continue to provide information as needed. Once the project gets underway, however, the teacher facilitates while students direct much of their own learning, making decisions and refining their questions along the way. To answer those questions, they may consult adult experts. Often students work as partners or in small groups; they may divide up tasks and develop their own expertise. Typically, they present their results to an external audience, which may be family members, community members, or students from another class.
What is project-based learning?
So what does it mean to learn by working on a project, and what does that look like at Perry? PBL involves more than a creative homework assignment or a culminating activity. Rather, the project is the means through which students learn. The teacher may present background content at the beginning, and continue to provide information as needed. Once the project gets underway, however, the teacher facilitates while students direct much of their own learning, making decisions and refining their questions along the way. To answer those questions, they may consult adult experts. Often students work as partners or in small groups; they may divide up tasks and develop their own expertise. Typically, they present their results to an external audience, which may be family members, community members, or students from another class.
What is project-based learning?
So what does it mean to learn by working on a project, and what does that look like at Perry? PBL involves more than a creative homework assignment or a culminating activity. Rather, the project is the means through which students learn. The teacher may present background content at the beginning, and continue to provide information as needed. Once the project gets underway, however, the teacher facilitates while students direct much of their own learning, making decisions and refining their questions along the way. To answer those questions, they may consult adult experts. Often students work as partners or in small groups; they may divide up tasks and develop their own expertise. Typically, they present their results to an external audience, which may be family members, community members, or students from another class.
What is project-based learning?
So what does it mean to learn by working on a project, and what does that look like at Perry? PBL involves more than a creative homework assignment or a culminating activity. Rather, the project is the means through which students learn. The teacher may present background content at the beginning, and continue to provide information as needed. Once the project gets underway, however, the teacher facilitates while students direct much of their own learning, making decisions and refining their questions along the way. To answer those questions, they may consult adult experts. Often students work as partners or in small groups; they may divide up tasks and develop their own expertise. Typically, they present their results to an external audience, which may be family members, community members, or students from another class.
What is project-based learning?
So what does it mean to learn by working on a project, and what does that look like at Perry? PBL involves more than a creative homework assignment or a culminating activity. Rather, the project is the means through which students learn. The teacher may present background content at the beginning, and continue to provide information as needed. Once the project gets underway, however, the teacher facilitates while students direct much of their own learning, making decisions and refining their questions along the way. To answer those questions, they may consult adult experts. Often students work as partners or in small groups; they may divide up tasks and develop their own expertise. Typically, they present their results to an external audience, which may be family members, community members, or students from another class.
One student's perspective.
Silas Sawyer, of Manchester, was a 9th grader at Perry last year. He began attending ceramics classes and open studios at MCG after working on projects with MCG staff at school. He also recalls a stamp-making project in an art class with an instructor from The Warhol.
Silas would rather learn through a project than listen to a teacher talk. “Obviously, projects require some teaching beforehand,” he says. “But I definitely prefer them over just always sitting and taking notes, because it’s more of a ‘Here’s information. Now go do something with that,’ as opposed to [ending with] the information being given. It frees the learning experience.”
Giving them something hands-on, and being more relevant to what we're working on made it a lot more engaging.
