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<br /> everyone of these potential project sites offers a wealth of possible strategies for <br /> <br /> involving all of ow content areas. Rather than replace the current curriculum, consisting <br /> of different contents for 7a' and 8a' grades in the various content areas, it would focus <br /> each of these `classes' into a common direction. Teachers would continue to present their <br /> own grade based content, only needing to change the order of their presentation of <br /> material. We would be in fact, entering into an experiment in learning, following the <br /> concepts that were implemented with `The Ka'u Project'. It was also decided to <br /> ultimately choose fow projects, each to be the focus for a single quarter of the school <br /> yeaz. <br /> After meeting as a department and discussing the many ways to make project based <br /> learning an integral part of ow curriculum (the geographic focus is but one possible <br /> approach), we decided to continue with the trend that began with `The Ka'u Project', and <br /> stick with a regional or geographic theme. Having decided on a focus, the next step was <br /> to decide how to best approach the actual teaching of the pertinent content. One possible <br /> solution was to take time at the beginning of ow next school year to meet as a group to <br /> integrate ow curricula and formulate exactly how each of us would interface with the <br /> other over the duration of the project period. As proposed, this would have been a rather <br /> tedious process and would have placed each teacher into a formula type of teaching <br /> routine, where we might have lost some of the spontaneity of content that makes ow job <br /> most interesting. Another strategy was to simply set the focus and allow each teacher to <br /> decide the natwe of their content to fit within the overall theme. 1n this case each of us <br /> would be able to choose content that `fit' the focus and meld content into an integrated <br /> <br />