This week, third-grade students at Hubbard School proudly presented their Profile Projects—an inquiry-based, student-driven initiative rooted in the competencies of a Ramsey Graduate. The Profile Project empowers students to take ownership of their learning while working collaboratively to investigate real-world issues and propose thoughtful, meaningful solutions.
Over several weeks, students explored topics they were passionate about—from food insecurity, mental health, and environmental sustainability to improving their own school and community. Each group began with a probing, student-generated inquiry question such as: How can we help students feel more included? or What can we do to support local shelter animals? From there, students engaged in research, conducted interviews, and developed action plans and proposals to make a positive difference.
This project pushed students to think not only globally, but locally—examining how big issues play out in their immediate community and how they, even as third graders, can be agents of change. They created posters, graphs, surveys, and more to bring their ideas to life and share their thinking with peers and staff during the presentation showcase.
More than just a culminating event, the Profile Project is the accumulation of all the skills students have developed throughout third grade—from reading and writing, to collaboration, communication, and critical thinking. It is a celebration of everything they’ve learned, practiced, and strengthened throughout the year.
Why is a project like this important? It provides an authentic opportunity for students to develop essential life skills such as empathy, reflection, problem-solving, and resilience. More than an academic task, the Profile Project encourages students to reflect on their values, collaborate with others, and see themselves as capable contributors to the world around them.
One student reflected:
“I learned a lot about collaboration! I learned to listen to my group and what they had to say. We all have lots of ideas and thoughts, so I had to learn to be patient and hear everybody. We couldn’t have made the community garden work without my group. We would be so lost if we didn’t use our communication and collaboration skills. I will take my collaboration skills with me when I go to Dater!”
This culminating experience serves as a powerful sendoff. As our third graders prepare to transition to Dater School, we are confident that the skills and mindsets nurtured through the Profile Project will continue to guide them as curious, empathetic, and courageous learners.