Capstones Cap Off the Middle School Experience
Introduced into the Middle School curriculum just this year, eighth-grade capstone projects are providing fresh educational opportunities for students as well as teachers. The daily capstone class involves all eighth graders and a team of four teachers with expertise in a range of areas—Stacy Green (science and nature), Holly Morris (language arts, culinary arts, and creative writing), Evan MacDonald (social studies and media), and Dan Sheets (science and building/woodshop). This variety of know-how matches the variety in student interests, allowing for maximum flexibility and creativity. After their return from spring break, students spent a few days brainstorming ideas, coming up with several ideas of interest to them. With their teachers’ advice and guidance, the idea lists were whittled down to two or three top choices, with the final selection determined largely by practical concerns such as time and other resources. After that, the students were required to come up with 40 questions about their topic, to spark their inquiry. Here are just a few of the topics selected:
- Optical illusions
- Claymation
- Choreography and dance performance
- Knots—their usage, purpose, and history
- The U.S. armed forces academies
- Chinese cooking
- Dressmaking
- Designing and delivering a soccer clinic for younger students
- Observing, collecting, and logging data on bird species around the campus
- Creating an animated short film
- Writing a graphic novel
- Making a metal sword
- Crafting a wooden baseball bat
- Taking apart and fixing mountain bikes
Although projects differ greatly, they must all meet the same general criteria. On the final evening of school, students will set up three-panel poster displays that demonstrate organization, cohesion, and comprehension and have a “wow factor,” too. Students are expected to write a short metacognitive piece on the decision-making process from concept to final presentation. They will also be assessed on the quality of their oral presentation. Levels of proficiency—based on these factors as well as demonstrated research, understanding, and ability to answer questions—will earn novice, apprentice, professional, or master designations. Yesterday, at approximately the halfway point in their work, students were asked to share their progress to date with each other. Sitting in two concentric circles, and moving on to another partner every two minutes, each pair asked questions and shared insights and frustrations. Before long, the initial awkward pauses disappeared, and the volume of discussion grew louder as students asked more pointed questions and let their zeal for their projects show. From both the teachers’ and students’ perspective, this experiment with capstone projects is succeeding. “One of the most impressive aspects of this class has been the students’ level of focus,” says science teacher Green. Noting that several of the projects require work outside of class hours and away from the teachers’ supervision, she says students have been diligent about doing their research and activities, reporting back on progress and challenges, and being willing to try different approaches and solutions. “It was tough in the beginning,” one student commented, “but I’m enjoying the chance to see how creative we can be and to become good at something by teaching myself.”