Emily Marshall, GBP Student
As senior year is quickly coming to a close for the Class of 2016, the reality of going to college is really starting to set in. As we are sending in our final housing and meal plan papers to our new homes for the next four years, we can only hope that Needham High School has prepared us for all of the new classes, interactions, and experiences that we are about to have.
Unlike many of the more traditional classes that are offered at Needham High School, Greater Boston Project has offered students more than just academic lessons; it has offered real world experiences that can be utilized in college and in the professional world after that. Looking back and reflecting on the this past year in the Greater Boston Project, I can now truly see how beneficial of a class it truly was. Not only am I leaving the class with far more knowledge about the history of Boston, starting from the day John Winthrop sailed over in 1628, but more importantly, the constant group work and creative assignments has forced me to manifest and master skills that I had rarely tapped into before this year.
I have learned how to collaborate with people who I would never have chosen to work with on my own. It can be very difficult to work with someone that you don’t necessarily work well with, for whatever reason that may be, but after being put into different groups on a daily basis in GBP, you learn to work out any problems that arise in a difficult group and move forward. After each group project that we do, we have collaboration conferences with the teachers where they give us their opinion on how well we worked together, based on each group member’s individual feedback. The teacher guides us through having a conversation with our group mates about improving our collaboration techniques, which has helped us to learn how to give appropriate feedback and constructive criticism to group members.
Additionally, GBP has really encouraged all of its students to communicate more effectively, whether it be written, visually, or orally. Each of the projects that we do have at least one, if not all, of these components worked into it. We regularly were producing work such as slideshows or infographics where we were forced to improve upon our visual and written communication. Because in a stand-alone slide show, where peers needed to be able to flip through the slideshow and learn everything they needed to, if we didn’t have good visual and written communication, it wouldn’t be clear enough on its own. We also have had numerous occasions where we needed to orally present a project, from little things like Current Event Discussions, to larger ones like our recent Community Action Project presentations. In other classes, at most, there will be around 4 projects throughout the whole year that force you to use these skills and improve upon them. In the Greater Boston Project, however, we completed projects like this so often that we not only used and improved upon these skills, but we became comfortable and confident in them.
All of these skills were used in our CAP projects, which have just recently been finished, where we were placed into a group, given an issue to focus on, and given about 5 months to propose and try various solutions. Being in that group for as long as we were, groups were able to utilize the collaboration skills that we have been practicing all year, and really establish a good relationship with their group members. We also repeatedly needed to communicate well, with the teachers as well as with the different community contacts that we needed to form professional relationships with and convey our ideas in a convincing way so that they would want to support it. The Community Action Project challenged us to utilize all of the skills that we have been working on improving throughout this year, and prepared us to be able to use them and be successful in college and beyond.
GBP Periods 5-6 in front of the Boston Public Library in September (Photo by Ms. Tincher).
Spencer Ress, GBP Student
As one of the oldest cities in the United States, Boston has many neighborhoods rooted in rich history. Each of its neighborhoods have possessed unique and distinctive characteristics, as people from all over the world have came to Boston to foster and cherish their respective cultures in it. Through this great history, Boston has sustained its vibrant neighborhoods, which is evidenced in the highly-diverse and energetic populations that make up each part of Boston. With all this in mind, it is no surprise that GBP has asked us to look more into these neighborhoods with our latest major assignment - the Neighborhood Project. In pairs and trios, we’ve been assigned the task of creating an infographic that depicts information about the history and development from the 1950s to today of a certain neighborhood in Boston. A list of neighborhoods in Boston was presented to each group to pick from and observe. My group happens to be a trio, including fellow classmates, Michael Dateo and Vinny Troung, and we ended up choosing Beacon Hill to investigate.
A couple days into the project, we have commenced preliminary research on our neighborhood, having already found many basic current statistics. Many of these happen to be demographic statistics, which relate to race, gender, income, housing, etc. Michael and Vinny have also found some statistics, but I have mostly been responsible for this part of the assignment. For this reason, Michael and Vinny have mostly conducted research to find stories/developments related to Beacon Hill in contemporary news as well as past news. I will also look to find more demographic statistics from the past. As far as the infographic, I have started the formulation of one in the program, known as Piktochart. A small amount of progress has been achieved so far, as the overall theme and fonts have been chosen for the infographic and some basic information has been put in. As seen in this project as well as many others we have done this year, is the unique opportunity to practice skills that will be needed for college and the application of the real working world.
As three of many great skills we learn in GBP, this project allows us to practice visual communication, collaboration, and MSA skills. In regards to visual communication, this skill will be vital for things most likely such as presentations in college and business meetings beyond that. It is very important that pieces of visual communication such as power points, should be enticing and compelling to drive your main points you wish to convey in your dialogue. Along with visual communication, collaboration will also be important obviously. I would say this is the central and most important goal in GBP, as it will be a core practice in anything we do beyond high school. Whether in small or big groups, it will be critical to have the ability of communicating individual roles, decision making, feedback, evaluation of group progress or quality of product, and dynamics. If all of this can be achieved, only then will it be possible to successfully complete a variety of task in any subject. Lastly, this project will benefit our ability to model and do analysis of statistics in the future. As a core element in mathematics, perhaps any future job or internship I take on, may require me to break down statistical data to obtain key information and insight.
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