I knelt beside my sons’ toy closet, hauling out a strange menagerie of action figures. Here was a headless Tauntaun from Star Wars. There was the Smog Monster from Godzilla. How about the empty robe of a Nazgul from Lord of the Rings, or the Pokemon that kids call Gyarados but that most adults couldn’t name—let alone describe?
“What are you doing with all those old toys, Dad?” asked my youngest son.
“Teaching descriptive writing,” I replied cryptically.
Twenty-four hours later, I arrived in Chicago at the Annual Convention of the National Council of Teachers of English, towing that huge suitcase full of weird action figures. I met PBL teacher Cindy Smith there, and the two of us presented “Using Inquiry Projects to Teach Language Arts.”
Cindy and I have collaborated over three years in her project-based-learning classroom, and we’d come to the NCTE convention to share eight of our projects and inquiry experiences.
Despite the lateness of the hour (last session on Saturday) and the location (it was on a half floor that most of the elevators didn’t stop at), we had 30 or 40 educators at the session, and we dived right in.