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Ninth Grade J-Term: Students Take On World Challenges
See Photos from the 9th Annual J-Term and Showcase.
The dining commons was buzzing with excitement on the morning of Monday, Jan. 9, when our ninth graders began their J-Term adventure. In its ninth year, St. Luke’s annual J-Term is a weeklong, student-led learning experience that encourages students to dig deeply into issues they care about and develop actions to change the world. Its success over the years inspired the Student-Led Learning Strategic Plan priority. To provide students with ample time to investigate their chosen issues, we remove the structure of the school day (class periods, multiple subjects, etc.) and give students the space to collaborate.
The week kicked off with the students revealing the topics they wanted to explore. Students discovered their project groups by putting together large puzzles. Assembling the pieces was a metaphor for the project ahead of them — connecting small pieces to address a significant challenge.
This year, students selected seven issues to study: the environment, economy, poverty, racism, the impact of social media, mental health, and crime. Within those broad topics, each group researched subtopics, such as gun violence, unemployment, deforestation, and healthcare inequities. The students appreciated the opportunity to narrow their topics of study because, as one commented, “It allowed us to conduct more refined and in-depth research than we would have if we had tried to research the whole overarching topic.” This sentiment was echoed by another student, who said, “Splitting into subgroups was effective because it helped us prioritize and be precise. Each subgroup could focus on their own research and then come together with a boatload of useful information to share with our audience.”
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The dining commons was buzzing with excitement on the morning of Monday, Jan. 9, when our ninth graders began their J-Term adventure. In its ninth year, St. Luke’s annual J-Term is a weeklong, student-led learning experience that encourages students to dig deeply into issues they care about and develop actions to change the world. Its success over the years inspired the Student-Led Learning Strategic Plan priority. To provide students with ample time to investigate their chosen issues, we remove the structure of the school day (class periods, multiple subjects, etc.) and give students the space to collaborate.
The week kicked off with the students revealing the topics they wanted to explore. Students discovered their project groups by putting together large puzzles. Assembling the pieces was a metaphor for the project ahead of them — connecting small pieces to address a significant challenge.
This year, students selected seven issues to study: the environment, economy, poverty, racism, the impact of social media, mental health, and crime. Within those broad topics, each group researched subtopics, such as gun violence, unemployment, deforestation, and healthcare inequities. The students appreciated the opportunity to narrow their topics of study because, as one commented, “It allowed us to conduct more refined and in-depth research than we would have if we had tried to research the whole overarching topic.” This sentiment was echoed by another student, who said, “Splitting into subgroups was effective because it helped us prioritize and be precise. Each subgroup could focus on their own research and then come together with a boatload of useful information to share with our audience.”
Using a combination of resources and tactics, including library research, interviews with experts, and surveys, our students worked diligently to learn about the challenges surrounding their issues and used their findings to recommend steps people can take to address those challenges.
By immersing themselves in the J-Term experience, students became more aware of pressing issues, both locally and worldwide. One student said, “One takeaway was that these issues may seem far away, but they are right under our noses.” Another student reflected, “This project was a great way to learn about societal problems. It gave me a new perspective on the world.” Another noted, “I took away how important it is for our society to address these topics and grow from the mistakes we've made in the past.”
Students developed essential skills throughout J-Term, such as how to collaborate, conduct effective interviews, and craft an elevator pitch. “I learned a lot of strategies about how to talk effectively to adults and peers. My biggest takeaway was that group projects can be great when everyone contributes equally. When everyone picks a topic they are passionate about, it allows groups to work efficiently while also learning and absorbing information throughout the process,” said one student. Several students agreed, commenting on the value of teamwork.
Students developed essential skills throughout J-Term, such as how to collaborate, conduct effective interviews, and craft an elevator pitch. “I learned a lot of strategies about how to talk effectively to adults and peers. My biggest takeaway was that group projects can be great when everyone contributes equally. When everyone picks a topic they are passionate about, it allows groups to work efficiently while also learning and absorbing information throughout the process,” said one student. Several students agreed, commenting on the value of teamwork.
The week ended with the J-Term Showcase, where students shared what they learned with their peers, teachers, administrators, and families. Students used displays, videos, games, interactive activities, lists of facts, elevator pitches, and more to convey all they had learned in just five days. The showcase encouraged students to think on their feet. One student noted, “I learned to improvise and build off my peers' information.” The groups also created websites (in progress) to share their findings.
While the knowledge and the skills learned are critical components of J-Term, perhaps more than anything, students year after year find J-Term empowering. One student said it well when she noted, “I learned that I could help; I can make a difference and help individuals in poverty. Originally, I found the topic of poverty daunting, but J-Term has shown me ways I can help.”
St. Luke’s School is a secular (non-religious), private school in New Canaan, CT for grades 5 through 12 serving over 40 towns in Connecticut and New York. Our exceptional academics and diverse co-educational community foster students’ intellectual and ethical development and prepare them for top colleges. St. Luke’s Leading with Humanity curriculum builds the commitment to serve and the confidence to lead.
