Our first two projects for this group of sixty-five students were teacher driven. Our goal was to create mixed?age and ability groups by placing a student from each grade level into each group (K-3). We the teachers planned the activities for each meeting and decided upon the end products, which all groups were expected to complete in a similar manner. During these projects we had begun to utilize documentation (video tape and photographs) and group reflection. We noted that our students? reflections seemed superficial and simplistic. (?I liked the detail they used?; ?It was fun.?)
In an effort to make our final Book Buddy project student driven, we implemented the Components of Powerful Learning, and utilized Documentation and Reflection.