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Comments from the teachers:
Helping all students achieve higher standards is a challenge facing all of us. Without careful planning, adding more into the same amount of time has the potential to sacrifice depth of understanding for "coverage" of more material. For all students to achieve high standards and at the same time truly understand what they have learned, they must have opportunities to engage in multi-faceted, in-depth, interdisciplinary learning experiences. This learning experience was developed for just that reason. It integrates language arts learning with social studies learning and, at the same time, encourages students to make personal connections their learning by making the learning relevant to students themselves and by involving students’ families in the process.
The topics of immigration and family history were chosen in light of the celebration of the year 2000. As this historic event came to pass, students were asked to reflect on their own futures and on the future of America. At this time, it was also important for students to understand our nation’s past and its diverse heritage. By studying the past, students can learn a great deal about diversity, adversity, perseverance, and change.
Finally, current brain research has provided us with a wealth of information about the diverse learning styles and multiple intelligences of students. This learning experience was designed with that research in mind. The learning experience provides for many modes of learning and sharing. Students of varying styles and intelligences have opportunities to shine, as well as opportunities to be "stretched" a bit. Current brain research also points to the fact that the most important "intelligence" for future success is interpersonal intelligence (Howard Gardner). In the twenty-first century, students need to be able to work with others of different backgrounds and experiences. They must be able to respect diversity, communicate effectively, contribute to a group, and adapt to changing circumstances. Only by learning about and practicing these skills will students be able to acquire and then use them as they become contributing members of their communities. The inter-age aspect of this experience allows students many opportunities to develop these skills.
In implementing this learning experience, we have learned much about the power of inter-age learning. Younger students become extremely motivated by the examples of older students and older students always seem to muster up every ounce of skill and bit of knowledge they have in working with younger students. The different perspectives offered by students at different grades levels are eye opening for both students and teachers.