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This driving question was a personal goal for both me and my class this year. I have witnessed so many experiences in recent years where people made assumptions about a person without really knowing them, and I unfortunately have done it myself. I wanted the students to learn the importance of listening to people's stories, sharing experiences, learning from one another, and cherishing the new friendships.  I truly think we accomplished this goal, and it was wonderful to watch unfold over the year. There were times our guest speakers were moved to tears while sharing the special moments of their lives, and we cried right along with them.
Some of the sayings we posted in our room that meant a lot to the students were, "Nobody's Nobody, Everyone's Someone," and Everyone is Different and That Makes Us the Same!"  These were phrases from our theme song by Meaghan Smith, "Everyone Belongs".
As one student shared during our circle time, "I found it so interesting to get to know my friends and our guests better. I have been in their same class for years with my classmates, but I never knew them this deeply."
I couldn't agree more. (:

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Meaghan Smith (Our Song) - Everyone Belongs - Lyric Video (Basinview's Song)

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What Were your favorite parts of our PBL journey this year

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Students shared what they were learning and enjoying about our project in group circles throughout our PBL journey, but also digitally.

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What Were Your Favorite Parts Of Our PBL Journey This Year

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Students were 100% engaged in the listening and sharing of our deeper iceberg stories.

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Story Sharing with Our 2nd Grade Buddies

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Story Sharing with Our 2nd Grade Buddies

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Students are in the final stages of polishing up their Posters, Iceberg Story Essays, and Human Library responses for our big event. We are getting our stories ready for our Human Library Podcast.

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5th Graders validated our solutions and gave us positive feedback regarding our two solutions. They liked how one solution was an event where people could come in and see firsthand what we had learned about each other and those in our community. Students also liked how our podcast would be available to all in our Lakewood Community and West Ottawa Community.

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Students Shared Each Part of our PBL Journey

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Students Shared Each Part of our PBL Journey

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Our 5th Grade Elementary Academy Team came into our classroom to provide feedback with our class. We wanted to honest, constructive criticism that would help guide our process.

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Students created their own Storyboard to brainstorm ideas and begin planning our top pick solutions of a Human Library Podcast and a Human Library School Event.

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As a class, we narrowed down our list of solutions to a Top Five list. From there, we voted on our best two choices. We used the NUF test to help decide which of our Top Five choices best fit these categories: new, useful, and feasible.

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Students took a moment to share some analogies about our PBL process and what they want our final solution to feel like when it is shared with the stakeholders.

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We met in a "Harkness" circle to connect with one another about how we were feeling so far at this stage in our project. Students had an opportunity to share their feelings, wonderings, ah-a moments, and favorite parts of our learning.

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Students worked through two Incubation activities to help narrow down the best solutions for our Driving Question. Both of these activities were great ways to brainstorm together and become more focused with a possible solution.

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Students worked in small groups to determine what factors might prevent people from sharing their story to help us see what obstacles can get in the way of everyone's story being celebrated and shared. The students came up with such honest reasons that shaped our next steps.

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Students created Mood Boards in teams to help determine what kind of feelings they want to share with their final solution. They presented their Mood Boards to other groups and analyzed the moods shared.

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Visitors Who Came to Share Their Stories

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Visitors Who Came to Share Their Stories

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Our class invited different people from our outside community to visit our classroom and share their stories with us. Our visitors were: Roman and Jenny Or (Family from Lakewood), Angel Lopez (Pastor from Third Reformed Church), Agne Swanson (Parent from Lithuania), and Mihyun Han (Assistant Professor of Literacy, Reading and Bilingual Education).

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There are so many texts that relate to our Driving Question. Below are some of the ones we read together.

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We record information in our PBL Notebook - Students were asked to describe a time when they made a judgement or assumption before really understanding the person or situation.

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Driving Question PBL Board: How Can We Value and Celebrate Everyone's Story?

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Driving Question PBL Board: How Can We Value and Celebrate Everyone's Story?

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Discussion: Have you ever made a judgement about a person before getting to know them?

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Discussion: Have you ever made a judgement about a person before getting to know them?

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Students met with partners to share situations when they might have made an assumption about another person before really knowing them. We then watched this short video to help demonstrate how we assume things without truly knowing the person and hearing their story.

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Everyone Has A Story We Don't Know About | Moral Stories For Kids

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We looked at photos of ice bergs and discussed that the only part we can see of an ice berg is the part above the water that is visible, but underneath is so much more. Our task this year is to learn more about the people around us, to hear their stories and celebrate them.
(What part of an iceberg do we see? What don’t we see that lies beneath? How does that relate to what we know about people we meet?)

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Students worked in small groups identifying which Values Cards best described the qualities they saw in themselves. They created a personal business card highlighting their best qualities and shared them with one another.

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Standards and Skills: Empathy and Teamwork/ Good Choices in Communication

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Standards and Skills: Empathy and Teamwork/ Good Choices in Communication