As part of an innovative project-based learning experience, Irvington Middle School sixth graders in Matthew Weinstein’s class demonstrated their knowledge of ancient Egypt by designing their own video games.
Through their studies of pharaohs, geography and the impact of the Nile River on daily life, the students virtually explored the Great Pyramids of Giza, the Nile River and the Valley of the Kings before applying their creativity and technological skills to their projects. Using Bloxels, a program funded by the Irvington Education Foundation as part of the Innovation Kits grant, the students created historical figures, recreated real-life locations and incorporated English language arts strategies to develop engaging storylines for their games. They worked collaboratively with their peers to explore different aspects of Egyptian life before creating interactive presentations. The hands-on project was facilitated with the support of instructional innovation coach Dr. Stephanie Peborde Burke.
“The most meaningful part of this experience was allowing the students the freedom to conduct research and show their understanding in ways that interest them the most,” Weinstein said. “The learning did not end in the classroom. The students took the initiative home to work on their projects. They came into school each morning eager to show off their work.”
The students reflected on the project, noting their favorite aspects as researching Egyptian history, discovering interesting facts about the pharaohs, designing pyramids within their video games and developing confidence in public speaking.
“I hope that students left this project knowing that learning can be fun,” Weinstein said. “There is more than one way to demonstrate understanding, and that when they work together, they can make something wonderful.”
The project seamlessly aligned with the district’s Portrait of a Graduate dispositions by encouraging students to be courageous learners – taking risks with new technologies – and engaged citizens – collaborating and leveraging each other’s strengths.
“Each student brought their own perspectives and ideas to the project, and they all respected each other,” Weinstein said. “Together, the class truly worked as a team.”
