“If I didn’t have to go back to my work at the University, I would be working here in this school…it is amazing!”
This message was shared with me by a guest to Greystone, the Communications Director from the University of Alberta Engineering Department, who was writing a story about the partnership between University Students and Greystone Students for the University’s newsletter/website.
Sometimes I forget how amazing it is to work in a school where the energy is contagious, the commitment to student engagement and deep, meaningful learning is pervasive and the network of support and collaboration among colleagues is a priority. This was evident throughout a recent project undertaken by our Learning Community 7 team of teachers and students who came to the end of their Bridge Building Inquiry today. The work culminated with a final visit from University of Alberta Engineering Students, who served as experts to our students by providing them with ongoing feedback on the bridge structures they were designing as their “companies” developed proposals for the new Walterdale Bridge in Edmonton.
This inquiry process highlighted the critical components of a successful, student driven, inquiry based learning experience as it included the following:
-guiding question to create student engagement in the learning
-immersion in the topic through exposure to a real world context for the learning –>the new Walterdale Bridge in Edmonton
-opportunity to connect with experts in the field–>architect from the Walterdale Bridge Project met with our students and students asked powerful questions designed to deepen their understanding of the bridge being built in Edmonton; Structural Engineer came to speak with students about bridge construction and his company offered cash prizes to student “companies” that could meet the criteria for bridge design; University of Alberta Engineering Students who mentored our students through the project
-ongoing feedback loops embedded into the design of this project to ensure students were meeting the criteria for the various components of the project (blueprint design, budget, invoice, process reflections, planning and delivery of presentation, proposal, bridge construction)
-multiple check ins with students to ensure each member of the Bridge Project Team was fulfilling his/her responsibilities
-field trip to the site of the new Walterdale Bridge to gather more information using direct observations
The 125 students and 5 teachers celebrated the end of a challenging, collaborative effort to go deeper into their understanding of structures and bridge design that proved to be about much more than “covering” Science outcomes. Through this project, students developed skills in goal setting, organization and planning, budgeting, collaboration and teamwork, persuasive proposal writing, presentation development and public speaking, gathering research, reflection, time management and perseverance.The culminating activity was a final visit from the Engineering Student Mentors who assessed the top Bridge “companies” on their ability to deliver a bridge design that had excellent aesthetics, demonstrated strength and was cost efficient. Seeing the enthusiasm as students came to the end of a successful process AND final product was inspiring – congratulations to Learning Community 7 for raising the bar on the work we do to provide deep learning at Greystone.