In a projects-based learning (PBL)  project that bridged the age gap, Middle School students at The Grayson School took on the role of engineers to design and construct a dream playhouse for their younger schoolmates. This student-led hands-on experience provided a valuable opportunity for both groups to collaborate and apply their knowledge and skills in a real-world context.

Understanding a client’s needs

The Middle School team accepted the challenge and had many questions for their client — a key step in the engineering design process. To better understand their clients’ needs, several students from the Middle School Projects team, engaged in open-ended discussions with our PreK students about their preferences and priorities. When asked what their dream classroom would look like, there was a common interest among our PreK students: a playhouse. They desired a place for pretend and active play, especially “when we are stuck inside on a bad weather day.” They also sought a quiet place for reading and relaxation during the day.

Middle School engineers imagine possibilities

Under the guidance of their Projects teachers, Nick Jacques and Josh Stitzinger, Middle School students embarked on a brainstorming process to explore various design possibilities. “My students LOVE to brainstorm,” shares Mr. Jacques. “Stretching the limits of possibilities from a design, engineering, and even fantastical perspective is exciting to be a part of.” Having a broad and deep well of ideas and a solid understanding of their client’s needs, the team then began to assign roles and refine their ideas within the constraints of time, space, and budget. They researched options for materials, evaluated the size and placement of its installation, and balanced the technical and creative options within the budget parameters of the project. Other students built out a project management plan with contingencies to bring the project in on time as well. 

Throughout the design and construction phases of their project, Jacques’ and Stitzinger’s students worked closely with their PreK clients to ensure that the playhouse concepts met their expectations. Through prototyping and research, students prioritized features, overcame engineering challenges, and made informed decisions about their design ideas. The students also learned valuable lessons in project management, as they balanced the demands of this project with their other responsibilities.

Safety was a top priority for the project, and the students used traditional framing techniques to ensure that the playhouse was safe for young children. They made adjustments as needed to address any potential issues and improve the overall design.

The successful completion of the playhouse project demonstrated the value of intergenerational collaboration and the power of hands-on learning. Our Middle School students gained valuable engineering skills and a deeper understanding of the design process, while the PreK students received a playhouse that exceeded their expectations. The educational benefits for both groups of students also have social/emotional benefits inherent in this project. 

At The Grayson School, the learning process is just as important as the final product. Through ongoing assessment and problem-solving, students develop critical thinking, collaboration, and creativity. Meredith Hafer, Head of Middle and Upper Schools, explains the school’s approach: “Our Projects curriculum integrates hands-on experiences with theoretical knowledge, allowing students to explore their ideas through authentic practice. By nurturing their natural curiosity, we empower them to become innovative problem solvers ready to tackle real-world challenges.”

References and Resources

The National Association of Gifted Children (NAGC) has published gifted programming standards that are grounded in theory, research, and practice paradigms and provide an important foundation for gifted learners at all stages of development.