Lessons learnt from my Passion Project Journey

In 2016, two things happened that affected the way I teach. First the teachers in our New Entrant to Year 2 classes ventured into play-based learning and encouraged me to do the same with my Year 2-3 class. I was dubious. How could one teacher in a single cell class with 27 students achieve what two teachers and one teacher aide could in a modern learning environment with 40 children? I still had to teach the core subjects. So who would make sure the children 'played nice' while I took groups for reading, writing and maths? 

However, I was curious, so I used some classroom release time to observe. What I saw both reassured and panicked me. Many of the activities were things we already did; cooking, creating things with boxes, painting, dress ups and creative play. The difference? They were all happening at once! Eek! No way could I imagine this happening in our tiny space with just me to supervise. (At least not without me needing a horse-sized dose of tranquilliser). Nevertheless I trialled some ideas. For example, I loosened the reins in art, and let the students achieve the goal of creating a crocodile in any way they chose. I also initiated a weekly slot where we explored maths through play - with the help of some wonderful parents.  

Then in the third term holidays our entire teaching staff attended the ULearn conference in Rotorua. Alongside themes such as designing inclusive learning environments and using digital technology to enhance learning, people were talking about Independent Learning and something called Passion Projects. Again, I wasn't sure. It seemed to me, nothing could kill a passion quicker than having to research and present it (even using a cool technology like Stop Motion). However, encouraged by my team leader, I decided to give it a try. At the beginning of term 4 I set a few basic guidelines. Within reason, students could do whatever they liked for our Passion Project hour, provided they were learning something new, or teaching someone else something. 

The first request surprised me. Can we teach our friends some gymnastics tricks? Swallowing back thoughts of broken limbs, I agreed with two provisos. No aerials (a cartwheel with no hands), and you have to be responsible for getting out the equipment and putting it away. The second request was just as surprising - "Charlie next door knows how to make movie trailers using iMovie. Can he teach us?" And so the journey began...

Of course it wasn't as easy as that for everyone. After a few weeks, some students struggled to think of ideas. Usually all it took was casually offering something like a book on How to Make Paper Aeroplanes to get them restarted, but others were so used to having choices made for them, they were frozen with indecision. In these cases I offered two or three options I knew were new, but within their range. Then I challenged them to take a risk and try one. I had to be firm, give a time limit for thinking, and a no backing out clause. The delight of a child who has taken a risk with something new is incomparable!

There were also the inevitable arguments that arise when a group works together. Again I had to stand firm. Children weren't allowed to opt out of a group or project because they were having problems. Instead I listened to what the parties had to say, reflected back to them what I'd heard, and sent them away with a 'challenge' to find a way to solve the problem. Knowing I wasn't going to step in, and they couldn't opt out seemed to do the trick. Most times I had beaming students reporting they'd solved it. 

In 2017, I started with approximately half my class from 2016 and the other half fresh from immersion in Play-Based Learning. Most of these children had spent the previous year creating, building and dressing up. They knew how to chose things they wanted to do and play independently. However I wanted to expose them to new ideas. I decided to lead by example, and spent the first weeks sharing my passion for science with them. Under a loose theme of fizzing and bubbling, we explored soda rockets, bread making and ginger beer. We also looked at shadows and paper helicopters. 

We started Passion Projects mid term, with the same rules as the year before. The students had to be learning something new, or teaching someone else. And they were responsible for organising all equipment and supplies and for packing them up. Inspired by our science lesson, many chose to keep exploring. Like many classes, our year could be summed up as "500 different ways to make slime." But other students had different ideas. Popular choices were teaching themselves to draw from Youtube clips, teaching others to play a sport and creating using 'found' objects. 

So, after five terms, I've distilled my Passion Project learning into 4 key points
1. Its their choice. Children should be encouraged to choose what interests them during this time. After all the goal is independence. The exception - when a child wants to draw Pokemon pictures or practise rugby passes for the fifth week running, it could be time to challenge them to do something different. Also if a child regularly struggles to identify an interest they may need a choice between limited options. I've noticed my younger children, no matter how academically bright, tend to stick to the outer of projects. Things that have worked are; getting them to take photos of another project or helping organise equipment for a project. Tasks like these help them move from passive observer to active participant. 

2. Don't expect students to learn new curriculum concepts. Passion Projects give the chance to practise skills learnt during earlier lessons. For example, I ask children to write a list of their needs for science experiments rather than tell me verbally. My excuse? I need a written list when I shop for supplies. However if something is important enough that all the class need to learn it, then it should be taught as a separate lesson. Once, a small group made Glow in the Dark Mountain Dew. Fired up with the scientific possibilities, I insisted they design a series of experiments to look at what ingredients actually made it glow, when really they were ready to move on. The end result? Resentful students who didn't learn anything new.

3. The real focus of Passion Projects is developing skills for Independent Learning. Over the year we have systematically explored and reflected on the Key Competencies of Managing Self and Relating to Others. We've also looked at our school values of Kindness, Unity and Responsibility. These skills should be the focus of this time, not reading, writing, maths, art, science or any other curriculum subject. 

4. Celebrate the Process not the  Product. While we sometimes share iMovie trailers and art works created during Passion Project time to inspire others, our focus isn't on having a perfect presentation worthy product. Instead our reflections are more likely to focus on the group who included a classmate who had nothing else to do, the group who solved a tricky argument, or the group who tried to make Blu Tack slime and ended up with a gooey mess. After all real scientific discovery happens when things don't turn out as you expect. 



A final note on Free Play. 
It's important young children have the chance to practise and master familiar activities. As well as Passion Project time 2-3 times a week, we also have twice daily opportunities (approximately 20 minutes each) for free play. During these times, the above rules don't apply. Children can play in the sandpit, ride their scooters, climb trees, make birds nests from pine needles, kick around a ball, or do whatever they need to connect with others, explore their environment and recharge.