The Sands Point Project: A "Think and Action" Tank for Teachers and Their Students
Joanne Robertson, Department of Human Services and Counseling, The School of Education
Abstract
This ethnographic research explores the ways in which I mentored and collaborated with a small cohort of teachers from Diocesan elementary, middle, and high schools to develop a "project" approach, or active inquiry approach to science instruction, that led to increased opportunities for reflective teaching and learning, to students' action research projects at the Sands Point Preserve, and to the teachers' differentiation and individualization of the curriculum. Documentation includes a photographic essay of the process, and analysis of the ways the students' conceptualized and actualized their plans for improving the ecology of the Preserve.