Learning Through Building, Exploring, and Trying Again

For Ari Hamm, learning during the 2024–2025 school year came alive through hands-on experiences. His BPI Portfolio from Hillsboro Elementary School reflects a learner who engages deeply when he can build, test ideas, and work through challenges using real materials and real thinking.

Across his work, Ari shows how problem-solving develops when students are given opportunities to explore concepts actively. His artifacts make learning visible through models, reflection, and collaboration.

Turning Ideas Into Models

One of the strongest examples of Ari’s learning comes from his science work comparing life cycles. As part of a Next Generation Assessment, Ari was asked to compare two different life-cycle models. Rather than drawing or writing alone, he chose to build the models out of clay.

The finished project shows two distinct life cycles, carefully shaped and labeled. Ari explains that the task was hard. The challenge came from figuring out how to represent each stage accurately and make the differences clear. Using clay allowed him to see the life cycles more clearly and think through each step as he built.

This artifact highlights how Ari learns best by doing. Building the models required planning, patience, and revision. It also allowed Ari to demonstrate understanding in a way that went beyond a traditional worksheet.

Problem-Solving Across Subjects

Ari’s problem-solving skills appear across multiple subjects showcased in his portfolio. In math, he worked with classmates to complete an escape room maze that required solving problems to unlock the next steps. Ari reflects that the work was challenging because he did not always know the answers right away.

Instead of giving up, he used math strategies he had learned and collaborated with his group to move forward. Working together made the task faster and helped everyone understand the problems more clearly. These experiences show how problem-solving often includes teamwork and communication.

Another example comes from his word problem project, where Ari worked with a partner to create real-life math scenarios. Creating the problems required thinking carefully about how math connects to everyday situations.

Learning Through Collaboration

Teamwork plays an important role in Ari’s learning. Throughout his portfolio, he references working with partners and groups on projects such as posters, presentations, and classroom challenges. Ari explains that sharing the work made tasks easier and helped him learn from others.

In one project, Ari and a classmate created a main idea poster about the history of sushi after reading an article together. He reflects that working as a team helped them divide responsibilities and better understand the content.

These experiences show how collaboration supports problem-solving. Ari learns by listening, sharing ideas, and working toward a common goal.

Communicating Learning in Different Ways

Ari’s portfolio also shows growth in communication. He created videos, presentations, and oral recordings to explain his learning. In one reflection, Ari notes that speaking is easier for him than writing. Recording videos helped him explain his answers more clearly and feel confident about sharing his thinking.

This flexibility helped Ari demonstrate understanding even when writing felt challenging. His ability to choose how to communicate shows a developing awareness of how he learns best.

Reflection That Supports Growth

Across his reflections, Ari is honest about what feels easy and what feels hard. He writes about challenges with writing longer pieces and solving difficult math problems. At the same time, he recognizes the growth that comes from trying.

In his fitness reflection, Ari notes that his score decreased from fall to winter and sets a goal to improve in the spring. This reflection demonstrates awareness and goal-setting, both important parts of growth.

A Vibrant Learning Experience

Ari’s portfolio reflects Fleming County’s shift from focusing only on outcomes to highlighting the learning process itself. His work shows how understanding develops through hands-on exploration, collaboration, and persistence.

His clay life-cycle models clearly capture this approach. Ari used creativity and problem-solving to show understanding in a meaningful way. His learning is visible, authentic, and connected to real skills that support readiness for life.

As a member of the Class of 2034, Ari continues building habits that will support future learning. His portfolio shows that when students are encouraged to explore, build, and reflect, learning becomes deeper and more engaging.