Geometry Students Angle into Architecture Through Project Learning

In the article students were involved in project-based learning using geometry to construct buildings. The teacher mentioned that students need many opportunities to work with complex, high-stakes content, similar to what they would encounter in their communities and workplace. Students used rubrics to guide their work, scoring included quality, accuracy, clarity, presentation, and teamwork. Reflection was a valuable part of the project, providing students with a deeper understanding and retention. Students later presented their work to architects who evaluated their work provided feedback to students.

After doing a similar building design with my students, they noticed that their research played an important role in the quality of their project and it was for a solution that could be considered in desert regions. They became highly engaged, and viewed their efforts as practice toward becoming more creative problem solvers. This article confirmed what I have noticed over the years with my students with a variety of assessments, especially reflection. Reflection helps improve retention and the quality of projects, while refining and extending their thinking. After reading this, I also saw the value in providing evaluators from the community, who can provide specific feedback.