Professor SuJin Choi's GTCH 3103 is a Project Based Learning community engaged class where students craft mathematics and science lesson plans for implementation in Washington DC schools. These lesson plans and their creation are informed by the students’ observations and assistance in middle and high school classrooms, and what they have learned in the GW Teach classroom. As future educators, students gain in-classroom teaching experience throughout the semester, as they implement their lesson plans. Students in Professor Choi’s GTCH 3103 Project-Based Learning, designed full units of connected lesson plans for STEM courses in Washington DC public schools. Students served at 6 different high schools in the District. At these schools, students assisted in and taught various different STEM subjects, including environmental science, algebra, physics, and Biology.
For information about Community Engaged Scholarship at GW:https://go.gwu.edu/cesc
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Fall 2023
Professor: SuJin Choi
Students Reporting: 13
Time Reported: 1,316.50
What students learned:
- Lesson-planning
- Lesson-editing
- In-person teaching methods and practice
Community Partners:
| Community Partner | # of students at the site |
| Calvin Coolidge Senior High School | 1 |
| Columbia Heights Educational Campus | 1 |
| Jackson-Reed High School | 1 |
| Jefferson Academy Middle School | 1 |
| McKinley Middle School | 2 |
| McKinley Tech High School | 2 |
| School Without Walls High School | 4 |
| Stuart-Hobson Middle School | 3 |
Student Comments:
“Unlike my previous GWTeach, PBL has given me the unique opportunity to challenge myself in creating a series of lesson plans for an entire unit. Thinking through how to best maintain student engagement while making each lesson cohesive and a continuation of previous lessons is daunting, but it’s been such a rewarding experience. I love how PBL has such a strong focus on engaging students with their community – it has been so incredible to see the different ways in which students approach the project and the connections they are able to make between the project and their own lives. The long-term nature of the PBL field experience has also given me the opportunity to get to know my students as individuals; having six days with one class has been such a great way to build relationships with the students, which only enriches the lessons. Taking PBL has been an exciting challenge, too. Teaching students an entire unit is a massive responsibility, and it’s empowering to know that when students think back to any content related to that unit, you’ll have been the one who taught it to them!” - Student who worked with a class at Jackson-Reed High School
“Overall, this was definitely by best GTCH experience; I loved this class and my assigned class!” - Student who worked with a class at School Without Walls High School
