Eighth Graders at "Create" Stage of Annual Inquiry Project

Eighth graders moved into the “Create” stage of their Inquiry Project by beginning to develop their project “artifacts."

“We've really gotten to this point where we want students to end up not with an answer, but with more questions,” said Middle School Librarian Patrick Fuller, who co-teaches the project with Middle School Chaplain Melissa Robinson. “Because, really, this is such a different idea than a term paper or anything like that kind of assignment. This is getting students to continually ask questions about their interests and maybe find out what they might want to do later in life with those interests.”

Over the school year, eighth graders select a topic of interest, conduct research, develop a guiding question to study, interview an expert, create an artifact that demonstrates their learning, reflect upon their project's "power for good," and then present their findings.

“It’s really cool for students to realize that inquiry is driven by them,” Fuller said. “But it's also about connecting with others like their expert, their parents, and their friends. They really come to understand that there are so many people to lean on.”

There are a wide variety of topics for the self-chosen projects. One eighth grader is cooking to try to learn more about how undernourished communities can eat healthily. Another student is trying to help solve accessibility issues in snowboarding. 

“Students also have “Explore” and “Connect” stages with research, discussion, and figuring out their question and what their interests are, and connect with an expert in their field,” Robinson said. “And now they're taking that information and creating an artifact that, as best as it can, represents what they've learned.

“I'm always impressed when the kids let it be known what they don't know and that they're not an expert on their topic,” Fuller said. “They learn how to come prepared for inquiry and knowing how to come prepared is such a crucial life skill.”