KWL: Student reflections

Following the completion of our French and Indian War Unit, I  gathered self-report data on student experiences with generating their own questions.

Read Part 1, Part 2, Part 3

Due to time constraints, I only assigned the reflection to three of my five classes. A total of 65 students returned the reflection, and 50 agreed to let me use their data for this post. To facilitate analysis of the data, I transcribed all students responses to spreadsheet and coded them.

 

FIWar Fav

 Sample student responses

Choice  “We got to really learn what we wanted to.”

Deeper learning  “I was able to answer my own thoughts and learn more than what basic information tells me.”

Getting my own questions answered  “We got to have our own questions answered. Our curiousity still happened even when the questions did not get answered.”

Making up my own test questions “I was able to show my actual questions for the test rather than answering general questions.”

More interesting  “Having my own questions made me more interested and curious about the French and Indian War.”

 

FI War LFav

Sample student responses

Pay attention more “I had to do a lot more work and put in a lot more effort.” 

Hard to make good questions “I didn’t like that sometimes I was unsure if my question was effective or not.” 

Too many questions “It was hard to come up with a lot of good questions, because I only had a couple of ‘real’ questions.”

Questions weren’t answered “Sometimes my questions were too complicated or too confusing to find the right answer.”

  FIWar Most

Sample student responses

Causes and effects “The end of this war started a spark that became the Revolutionary War.”

George Washington “George Washington had a hard road before he became president.”

How the British won “The British were losing at first, but then they won the war.”

Individual battles “Individual battles have a large impact on the war.”

Strategies and weapons “The French learned the fighting style of the Native Americans.”

Who fought in the war “The Indians played a huge roll in the war. The Indians greatly helped the French in many battles.” 

  FIWar Walpbest

Sample student responses

 Effective “I liked how he teached this unit, I feel like I really know the war and understand it.”

Videos/Visuals “Mr Walp picked a good video!”

Organization “Mr. Walp worked hard to keep everyone together with the PSSA schedule.”

Student-centered “Mr Walp built his lessons around us and what we wanted to learn.”

Variety of resources “By letting us get information from multiple resources.”

FIWarWalpimprove

Sample student responses

Answer more questions “Mr Walp didn’t answer some of my questions.”

Give examples “He could have given us examples of questions for people who aren’t good at coming up with questions.”

More activities “Maybe use the questions for a debate?”

More lecture “Could talk more in depth about important things.”

Test too long “Very big test with lots of writing.”

Too many videos “Relied too much on videos that were confusing.”

Too much focus on making questions “Don’t make the questions such a big part next time.”

Too few videos “More videos!”

 

My thoughts:

General Coding data is always an interesting learning experience for me…and one with which I am never 100% fully satisfied. But I think that is just part of the process. How finely do I want to parse the data? For example, when looking at suggestions for my improvement, was it really necessary to separate “more videos” and “less videos” into different categories, especially considering there were only two respondents for “less videos”. Couldn’t I just make one code for videos? What about responses that are unclear, or don’t seem to easily fit into any of the other emergent themes? What about responses that fit more than one code theme? Dealing with these issues is part of the art and science of action research. Above all, I want to respect my students’ voices, but I cannot, and frankly should not, completely remove myself the equation. I too am part of the data.

Favorite things: In no way do I want to I want to minimize these results, but at the same time, there were no major surprises here. As I expected (hoped), student-generated questions led to a sense of empowerment, greater engagement, and a deeper understanding of the topic. I think there is clearly enough evidence to support continued use of this strategy.

Least favorite: I feel like there are two main strands in these data. One is related to student’s internal experiences with generating their own questions. For example, although many students enjoyed making their own questions, it was challenging for them to do so. The second is related to my facilitation of the strategy. I am still on my own learning curve with how best to integrate this strategy. For example, I asked students to create 10 questions from a video, but many students commented that was a particularly challenging task for them. Also, I suspected that I had not devoted enough time to answering student questions, which was confirmed by student feedback. I did try to compensate by allowing students to ask me a question on their test, but I still need to devote more time to it in class.

Most important: I was super happy to see so many students talking about causes and effects of the war, particularly the connection to the American Revolution. Not surprised that students thought George Washington was important, but it was a good reminder for me that a biographical approach can be a powerful method of engagement. I WAS completely caught off guard by how many students were confused about the difference between a battle and a war…which is actually a pretty important concept.

What I did best: I won’t lie, I always minimize good feedback about myself. I feel like, for me, that is the dark side of critical reflection. However, it was nice to read the positive comments, particularly about student-centered instruction.

How I can improve:

If I am going to have students make their own questions, I have to invest more time to make sure I answer as many as possible. I won’t commit to answering them all though. There’s not enough time to do so, AND I think it is also important for students to realize that we don’t always have all the answers.  History is not fully known and understood even by experts.

The test was too long, I’m going to pay for it with amount of time it will take to grade them all. Another trend of mine…my third quarter tests are always the most ambitious, and then I ease up a bit going into the fourth quarter. I don’t think I need to change that, but it’s probably important for me to be aware of it.

More videos. Less videos. The debate rages on… The main problem is that the video was hard to follow at times because it bounced back and forth between different theaters of the war. Next time I’ll need to use more editorial license to make it more easily digestible.

It’s weird…I am always so focused on writing process, and students discovering their own information, that I almost have an aversion to simply lecturing once in awhile. But everything has its place, and sometimes direct instruction is the best, and most appropriate, way to tie everything together and provide context. Of course I am on my third curriculum in three years, so I am also dealing with my own learning curve in the content and pacing.

 

Comments and feedback welcome!

Getting a Handle on KWL (pt. 3)

Today was a culminating day in our exploration of student-generated questions. (Please check out part 1 and part 2 of this discussion to get up to speed.)

 

I was a bit nervous for several reasons:

  • This is really uncharted territory for both me and the students. I had a pretty clear vision of what I wanted to do, but I didn’t know where things were going to get hung up, and I really wasn’t sure how the students were going to respond.
  • Things have been very disrupted recently. PSSAs last week and I was out of the classroom twice this week. Once for field trip and a second time for a unexpected family matter. Any break in routine automatically means lost time to get us back in the groove.
  • I invited my supervisor and our literacy coach to observe the lesson. (For what it’s worth, they both seemed generally pleased with what they saw. I will be following up with them next week for a debrief.)

 

But whatever, no guts no glory.

1. Students read over the list of questions they created and put a check mark next to any that they thought they could answer. Then, I gave them about ten minutes to compile their questions on this graphic organizer. I made a requirement that they needed at least 5-7 (depending on the class) questions for each side of the organizer. If they did not have enough questions for one or both of their columns, they could make up new questions on their own, or get additional questions from a partner.

2. We discussed the difference between “open” and “closed” questions. Closed questions are fact-based questions with one clear and uncontested answer. The answers are usually short and straightforward. Open questions are based more on opinion and interpretation, and have multiple possible correct answers. Students coded their questions with a (C) or (O) to represent closed or open. We discussed a few examples as a class, and the students could help other out with the coding. I think this is an important distinction for students to consider, but I also told them to not over think it when categorizing the questions.

3. Students picked their most important closed and open questions from both their “answered” and “unanswered” list.

  • Their “answered” questions will be used by the students on their test. That is, each student has created an individualized response section for their test.
  • Students may ASK me one question from their “unanswered” list. I will respond in writing when I grade their tests.

 

Here is the test that I am handing out tomorrow. Students will have two days in class, and extra time at home if necessary, to work on their responses. The test will be open notebook, they can refer to any materials we used during instruction. Students must cite the source of all of their facts. Responses can be typed or handwritten according to student preference.

Everyone must answer: (30 points) 

Summarize the French and Indian War. Be sure to include:

  • What caused the war?
  • What different groups were involved in the war? What were their motivations?
  • Where was the war fought?
  • In your opinion, what were the two most important battles and why?
  • How did the war end?
  • What were some major changes or effects of the war?

Pick one of the these: (20 points)

Mr. Walp says that the Native Americans were not important during the French and Indian War! Prove him wrong with multiple examples.

Mr. Walp says that the British had better military leaders than the French during the French and Indian War! Prove him wrong with multiple examples.

Do both of these: (20 points each)

Pick the most important fact question from your “answered” list.

  • Write the question.
  • What is the answer? (cite your facts…)
  • Why do you think that this is the most important fact question on your list?

Pick the most important opinion question from your “answered” list.

  • Write the question.
  • In your opinion, what is the answer? (cite your facts…)
  • Why do you think that this is the most important opinion question on your list?

On the back of your Question Organizer, write one question from your “unanswered” list that you want Mr. Walp to answer. (5 points)

Staple the Question Organizer to your test answers. (5 points)

 

My thoughts:

Timing during the lesson was very challenging for me. It felt as though I was trying to stretch out a 20 minute activity to fill a 40 minute period. Some of that was my own self-consciousness, like I don’t feel like I’m hitting my mark unless I push an aggressive timeline for the lesson. But I think it also had to do with the fact that I was not clear on my own goals. Was this a fairly straightforward administrative task, or a more complex analytic/discussion task? In the end, I defaulted to completing an administrative task with time to spare, rather than trying to have a deep discussion that was cut short because of lack of time.

Overall, I am very happy with this first run through. There were a lot of distractions during the unit, and I had to content with my own learning curve on the content. So all in all, it could have fallen apart in a lot of places.

I have to make a student reflection to get their feedback.

I think I am pushing them a bit for this test. There are just so many things I am asking them to keep track of at this point. For the most part, they are not losing points anymore for what they write, but rather losing points for what they forget to write (e.g., improper citations, lack of detail to support an argument).

One the one hand, it’s really cool to see them developing and growing as writers and junior historians, on the other hand, there are some students that just refuse to budge. No details. No opinions. No personal connections. No citations. Just a dogged regurgitation of the bare minimum of facts. No amount of coaching or feedback on my part seems to help at all.

    • Is it me? Have I been unclear about my expectations? Am I not reaching them? Should I structure things differently to help them?
    • Or is it them? Do they just not “get” it? Do they not care? Are they stubbornly abiding by an internal clock that regulates the amount of time they are willing to spend on an assignment, regardless of the outcome? Are there circumstances in their life that are negatively impacting their ability to do the work at a high level?
      • No doubt the answer is, as always, D. all of the above.

 

Go to KWL Student Reflections

 

Comments and feedback welcome!

Getting a Handle on KWL (pt. 2)

Yay…PSSA Week…might as well finish watching our movie.

However, this also seemed like an opportunity to have students continue their work creating and answering their own questions.

Rather than fall back on the ol’ low-ball “write 10 facts from the movie” routine, I instead asked students to write down 10 questions about the movie over the course of four days. I think this task is easier said than done, because students have to simultaneously listen and watch to get information. I reminded students to be as specific as possible to avoid questions like, “What was that guy talking about during that thing?”

So far so good after a few days. Engagement during class discussion seems to be higher in general. Although for the most part, there are only a few students that drive discussion by volunteering to share their questions, there have been a lot more students volunteering to answer questions. If nothing else, my students can’t stonewall me when I ask if anyone has questions.

So in solidarity with my students, I have some questions:

  • How much time do we spend collecting information to create questions vs. answering questions?
  • Should students only develop their own questions on their own, or should they work together to do it? Or both?
  • Who should spend more time answering the questions? Me? Their peers? Do I just keep throwing them back in until they figure it out on their own?
  • What about student questions that never get answered? What about AMAZING student questions that never get answered?

I don’t know the answers. I don’t think there are clear answers. But these are my thoughts so far:

  • At the moment I’m all fired up about student-generated questions, but it stands to reason that eventually getting answers to at least some of the questions is probably important too.
  • Creating a flexible structure is key.
  • Of course, the chief enemy is time.
  • Hooray for PLNs! Some awesome feedback from a connection on Edmodo directed me to a strategy I’d never heard of called Question Formulation Technique. It ties together a lot of ideas that were loosely bouncing around in my head. Although I feel like it’s a too late for steps one and two this time around, I can still easily incorporate steps three through six.

Step One: Create a prompt

The most effective prompts for this activity are statements that are focused clearly enough so that there is a direct link to the purpose of the lesson and are neutral enough so that students feel free to respond to the prompt. Many teachers use prompts that begin with stems such as “Your role/task is to…” or “You want to / A group wants to.” A prompt could also be a description of a class project.

Step Two: Students generate questions
In groups, give students a fixed amount of time (5-10 minutes) to generate a list of questions, adhering to these rules:

1)      Write down the questions exactly as they are said

2)      Do not stop to discuss or answer the questions

3)      Write down as many questions as you can

4)      Statements should be rephrased as questions.

Step three: Students identify open and closed questions
Ask students to look at their lists and put an “O” by all of the open-ended questions (questions with many possible answers) and a “C” by questions that elicit one answer (a “yes/no” question or a question with a factual answer).  Then, have students change one of their open questions into a closed question and one closed question into an open question.

 Step four: Students prioritize questions
Have groups select 3 questions from their list. It could be the three questions they find most interesting or important or the three questions that they think need to be addressed first.

 Step five: Groups share questions
When groups present their questions, ask them to share why they selected these three. The questions that the class generates can be used as the focus of a class discussion, a writing assignment, a research project, or as a tool to help you plan future lessons.

 Step six: Reflections
Give students the opportunity to reflect on this process by writing in a journal and/or through a brief discussion.

*This six-step summary is available for download at http://bit.ly/1hgmeHf

 So here’s my checklist for the rest of the unit:

  • Spend some time in the textbook. We actually haven’t done that yet this unit. I also want to try out a new open-ended study guide format.
  • Take a day or two to regroup and reassess our KWL list. What do the students know now? Which of their questions have they answered? What questions do they have left?
    • Complete steps three, four and five from QFT.
    • Maybe give another day or two in the computer lab to let students do research to find more answers. I swear it feels like such a guessing game to figure out the best time to go to the computer lab. What I wouldn’t give for a 1-1 laptop classroom…
    • Develop an assessment plan to close out the unit.
      • Teacher-generated questions. What key questions do I want students to answer to ensure we address essential content? I am thinking of using a counter argument format. For example, “Mr. Walp says that the Native Americans were not important during the French and Indian War. Prove him wrong!”
      • Student-generated questions. Let students select a few questions they created AND answered during the unit. This should be a mix of closed and open questions. The most interesting part for me is that this will result in completely individualized tests, but it shouldn’t be any more challenging to grade than my current format which is almost exclusively based on essay responses at this point.
      • Mandatory reflection component.
        • What did students like/not like about creating their own questions? 
        • What was the most important question they had, that did not get answered? I could answer them back on their reflection. 
        • Suggestions for improvement.

 

Go to Part 3

 

Comments and feedback welcome!

Slavery Unit Reflection

The results are in. These data are based on surveys the students completed at the end of the unit.  Just over half of my students agreed to let me use their responses (I included an “opt-in” checkbox on the survey).

 

Slavery Most Effective

Sample student responses

Modern Day Slavery

“I think the most effective lesson in my opinion was Modern Day Slavery because it made everyone realize this is still happening in front of our eyes and around the world”

“Modern Day Slavery because I learned so much about what is going on in our world right now that I had no idea about.”

“Modern Day Slavery because even though other lessons were powerful, this really prepared us and got our emotions  show through before we start it.”

Middle Passage

“Middle Passage because I felt so much empathy toward the slaves.”

“The most effective lesson in the slavery unit was the Middle Passage because it taught us how they got here and what happened before they were in plantations.”

“The most effective was the Middle Passage because I really felt bad about how the slaves were taken from their homeland and it spoke to me.”

Slave Codes

“The Slave Codes because they really outline what we were learning and it talks about the treatment of slaves.”

Narrative of Frederick Douglass

“Frederick Douglass was the most effective because it was his words telling how horrible it was.”

“Frederick Douglass: I liked hearing an actual opinion or ideas from someone who was physically involved in slavery and knows how hard it was.”

“The story of Frederick Douglass gave us a first-hand account of the brutalities of slavery. Seeing how much disrespect for human life the slave owners gave their slaves made me absolutely appalled.”

My thoughts

I was very happy with the students overall emotional connection to the topic across multiple lessons.  I definitely invested more in the Modern Day Slavery and Frederick Douglass lessons. I think a lot of students preferred the Middle Passage unit because we watched a video. I knew the slave codes was the weakest component even as I was planning it.

 

Slavery Least Effective

 

 

Sample student responses

Modern Day Slavery

“Modern Day Slavery because we didn’t spend a lot of time on it and there wasn’t a lot to learn.”

“Modern Day Slavery I thought was the least effective because it did tell us what was going on today with slavery, but it did not give information about the past, and we were studying the past.”

“The topic of Modern Day Slavery was the least effective because we did not see the disrespect given to the slaves as much as we did in the other topics. Mr. Walp should still keep this lesson in to show that the issue of slavery is still alive.”

Middle Passage

“Middle Passage because we were just told about it, we didn’t get to hear about it from someone who experienced it.”

“Middle Passage because I already knew that the slaves came to America with terrible conditions. I didn’t learn much new stuff.”

“The Middle Passage because I can’t comprehend what it was really like.”

Slave Codes

“Slave codes. I think the stories and actual examples were more impactful and meaningful than the slave codes themselves.”

“The Slave Codes because you did not get any emotion in that.”

“Slave Codes because it was more the political side, and sometimes numbers and cold hard facts don’t sink in as much.”

Narrative of Frederick Douglass

“Frederick Douglass because it only showed the view of one slave.”

“I feel like the least effective lesson was about Frederick Douglass. I didn’t like this lesson because it’s ending was short and there weren’t a lot of details.”

“Frederick Douglass because we already knew all of that from the slave codes.”

My thoughts:

Modern Day Slavery – Overall very solid. The point of the lesson was not to go into high detail about modern day slavery, but to build empathy. I think the evidence strongly suggests that it accomplished that goal.

Middle Passage – This lesson didn’t have a focus on one person, but it was a video so it was easy to visualize. I was this close to including primary source excerpts from Olaudah Equiano but I was concerned that it would be too overwhelming (in terms of workload) when combined with the Frederick Douglass narrative.

Slave Codes – Why oh why didn’t I include some runaway slave advertisements?  That was definitely a lost opportunity. This lesson was a classic example of knowing that it wasn’t quite right, but not sure how to fix it at the time. I think that the Virginia slave codes lesson was fine, but I overreached on the broader timeline of slavery. The main concern is that I don’t want to just focus on Virginia, it is important for students to realize that slavery was legal and enforced everywhere during the colonial period, not just the South. I think if I revamp the timeline and add some runaway slave ads this will be much better for next time.

Frederick Douglass – Looking back, I actually wasn’t super clear that this reading was supposed to represent the general condition of slaves, so it is easy to understand how some students might have thought it was too specific. Happily, several students were upset that we didn’t read the entire autobiography! I am totally interested in doing that next year. We could read the whole thing still do close reading for a few passages.

 

Comments and feedback welcome!

Getting a handle on KWL

So for awhile now I have been trying to incorporate student-generated questions into instruction. The most common method for doing this that I am aware of is the “Know-Want to Know-Learned” (KWL) model. It probably has a lot of different names, but that is what is was called when I went to college. The basic model is a three column chart. Students list their existing knowledge in the KNOW column, create questions or make predictions in the WANT to know column, and track their learning over time in the LEARNED column.

Sounds great, right? Then why have I had such a hard time figuring out how to effectively incorporate a formal KWL into instruction?

 

Roadblocks to implementation:

1. Remember to do it. OK, so this one is totally on me. I guess I should add it to the collection of Post-It notes on my desk and computer monitor.

2. Make time to do it. Easier said than done, right? However, my sense is that process takes a full class period. Completing the first two columns (KNOW – WANT to know) works great as a class activity because it creates easy opportunities for Pair and Share collaboration and student driven class discussion.

3. Timing. This one is trickier than it might seem at first. The great fear is that students’ will just respond with a resounding “NOTHING!” for prior knowledge, which will lead inevitably to an equally enthusiastic “NOTHING!” for what else they want to learn…and then we all just stare at each other uncomfortably for a few minutes before I change the subject. I believe strongly that students need a chance to browse the topic before starting a KWL graphic organizer for two reasons.

  • First, it gives students a chance to actually develop prior knowledge. Yeah sure, most of the time students are “familiar” with a topic because they learned about it in a previous unit or grade level. But what about the kid that shockingly doesn’t remember a specific history unit from two or three years ago? What about the student that moved in the middle of the year, and his old school had a completely different curriculum? What if they just didn’t pay attention the last time they saw it? Give students a day or two to explore in the textbook or online. Show a video. Do something to help them access the memory banks, or generate new connections.
  • Second, I don’t think it is reasonable to ask students to generate their own questions for understanding, which is a task near the very top of the Bloom’s taxonomy, without giving them supports. They don’t know what they don’t know at first. But give them a little taste…and the questions come flying out. I have found that maps, particularly before and after maps, are incredibly useful to help students generate questions.

4. Make it meaningful (a.k.a Follow through). This is actually where I have stumbled the most. I have asked students to create and submit a list their own questions on multiple occasions…but then what? Now I have a big pile of questions. It’s too much information for me to process, which at least in part contributes to problem #1 and 2 for me. So, what usually happens is…nothing. I look at their questions. I feel super happy that they came up with awesome questions. I wonder what to do next. I don’t do anything with the questions. I have a vague sense of failure as a teacher.

Happily, I feel like I have finally connected the dots a little bit.

We are learning about the French and Indian War right now. Honestly, I came into the unit a bit disorganized. I spent so much time and energy on the slavery unit, that I just needed to take my foot off of the gas pedal for a few days and regroup. So, in true history teacher fashion, I decided it was the perfect time to watch a movie. The PBS documentary “War that Made America” is superb. Part One highlights the first two battles of the war, and prominently features George Washington. I started it about 8 minutes in, but it still ran slightly over one period.

We had a brief discussion after the movie about main groups that were fighting, and the different fighting styles that were used. In short, I asked the students to consider what the British have to do differently if they want to start winning some battles.

Then, I gave them a packet with some quick facts and two blank maps. I asked the students to try to find some patterns in the timeline. Typical answers included: the French won a lot in the beginning and the British won a lot in the end, they usually only fought during the summer months, and it looked like a lot of fighting happened in the year 1758. Then we colored in the before and after maps. I simply asked student to describe the difference between the two maps. Of course everyone pointed out how much territory changed, especially between England and France. (On a side note, I had a real “D’oh!” moment when I realized how much more sense it would have made to color British territory red and French territory blue. Oh well.)

 

Untitled

French and Indian War map (After 1763)

 

 

Then we spent two days in the computer lab. I asked students to find answers to key questions using the French and Indian War resources posted on my Scoop.it page. Their homework after completing their initial research was to create three questions where they wanted to learn more information.

That brought us to today.

Walking in the door I asked the students to summarize what they knew about the French and Indian War in 3-5 sentences. They could use their notes to help. Class discussion to fill out the “Know” column on a T-chart on the white board was quick and painless. All five classes generally came up with the same basic facts.

The British were fighting against the French.

They fought over land.

They were fighting over the Ohio River Valley.

Native Americans fought for both sides.

There were more Native Americans fighting for the French than the British.

George Washington was a British officer.

France won a lot of battles at first.

The British won the war.

France lost most of its land in North America.

It was also called the Seven Years War.

Cool so far. To keep the mental juices flowing, I then asked students to categorize each fact as “France” “America/British” “Native American” or “Other”. They could use more than one category for each, but I preferred if they picked just one, otherwise we would quickly fall into an “all of the above” trap. I clarified that it didn’t matter which category they used, as long as they could explain why (The fact that it was also called the Seven Years War was a prime example of the “other” category).

Then we moved on the “WANT to know” column. I asked them to take a few seconds and categorize the questions they made for homework into the same groups (French, American/British, Native American, Other). They then had ten minutes talk with anyone in the class to complete a task sheet to find 8-10 (depending on the class) questions, including the three questions they already had from their homework. Finally, I asked the students to identify the two most important questions on their list with a star. The last ten or so minutes of class was spent taking volunteers to share their questions for the T-chart. This is where it really felt like everything was paying off, they came up with terrific questions.

Sample of student questions:

Did Britain and France always fight?

How many people died?

How many people died for each group?

How did the British win?

Why was the Battle of Quebec important?

Did France ever go on the offense in the war?

Why did the British fight differently from the French and Indians?

Were the Native American axes more powerful than guns?

Why did the Native Americans have guns?

Why did more Native Americans fight with the French?

What happened to the Native Americans after the war?

What is Pontiac’s Rebellion?

How did George Washington become a British officer?

Why did George Washington fight for the British in French and Indian War and against the British in the American Revolution?

Why did France help America during the American Revolution?

Why did Spain help France?

What if France had won the war?

How was the rest of Europe impacted by the war?

What if more Native Americans had fought for the British?

How did the colonies deal with all the new land they got from winning the war?

 

I did a few things during this discussion that I think were really important to help it be more successful than in the past.

  • I did NOT try to answer the questions. Usually I get so caught up in “teacher mode” that I just start lecturing. I think that tendency is a killer for this activity because it means we only get to hear a couple of questions and I step on my own toes by making later lessons and activities redundant.
  • I had the students keep their question sheet rather than turn in it for me to put in a pile on my desk. Now they always have their questions ready to go for study or discussion. I haven’t tried it yet, but I think an effective closure for a lesson would be to have them re-read their list and check off any questions we answered that day.
  • I made them promise to keep me honest. The students kept their list of questions for later reference (This was not a graded assignment). Our goal is to find the answers to their questions before the end of the unit. If they find their answers as a natural result of lessons in the unit, great! If not, make sure to ask me, or another student, again later on. It seems like this will create a cool infrastructure for class discussions throughout the unit. When in doubt, check the list.

I feel pretty hopeful about the elusive KWL finally working out for me. I’ll have to ask the students for their perspective to be sure. Just for kicks, I also want to somehow incorporate their questions into the unit assessment as well. More on that later I guess.

Go to Part 2

 

 

Comments and feedback welcome!

It begins…

Yay!

Today was the first day that I met with interested students that wanted to do something about modern day slavery.

As promised, I assured them that we were starting with a blank slate. Anything we do as group will have to be driven by their work…but they’ll have a lot of support and encouragement. Our principal is enthusiatically on board. The student council has already agreed to support whatever activities we develop. The guidance counselor has already sent me an article to share. It’s go time.

I created an Edmodo group to serve as a our rough draft area to post and explore links. I introduced them to Edmodo in the fall, so other than the requisite “I forgot my password” issues, it only took a few minutes to get up an running.

Once things got settled down, we had about 25 minutes to find resources and share to the Edmodo page. We are set to meet again next Wednesday, I asked them to take a few minutes in the next week to find and post some more links and/or comment on links already on the page. Basically, any students that ACTUALLY do that are self-identifying as the group leaders as far as I am concerned.

Edmodo is great, but we need share resources publicly as well, so I compiled their findings to a Scoop.it page.

That’s about it so far, but it feels good to get started. In future meetings, we’ll have to get more organized about doing targeted research and setting some goals. I expect the group to thin out a bit as we get to the “work” phase, but as long as we have a solid handful, we can get things done.

 

Comments and feedback welcome!

Survivor #50595

Our English classes are studying literature from the Holocaust, and today Holocaust survivor Julius Jacobs came to to tell his story to our entire 8th grade class. In addition to visiting our school for the past ten years, Julius has spoken to dozens of other schools, churches and civic groups.

I’ve took Holocaust studies as an undergrad, read survivor autobiographies, and I’ve been to the Holocaust Museum in D.C., but I’ve never personally had the opportunity to hear a survivor account in person. Of course, it’s just different…more powerful. Basically, I got to have the experience that I wanted my students to have when we looked at modern day slavery.

It was particularly crushing to see and hear the Julius’s anguish, even 70 years later, as he recalled the last time he saw his mother and father at “the selection” in Auschwitz. Julius was actually selected not once, but twice for selection himself, and both times was saved by good fortune.

The last question Julius took from the a student in the audience was, “Why do you keep telling your story?

Julius’s answer was elegant and heartfelt. He swore to God that if he survived, he would spend his life telling others what happened. He wants us to never forget what people are capable of if they are governed by fear and hate. Do not judge others for their differences. Our differences do not matter. We are all one people.

Sometimes life just drops a teachable moment in your lap.

When we got back to class, I asked the students to consider the similarities between experiences of the Jewish people during the Holocaust, and experiences of the African slaves. Here are some of the comparisons they came up with.

Both Jews and Africans were:

Killed in the millions.

Forced to work as slaves for the benefit of their masters.

Mistreated or killed by their captors for any reason…or no reason.

Allowed barely enough food, clothing or shelter to survive.

Died from starvation, disease and suicide.

Forcibly separated from their families.

Persecuted simply for belonging to a certain group.

Treated as “other” or “less than”.

 

Julius Jacobs dedication page

Comments and feedback welcome!

Update

A brief update, since the last posts on this blog were from quite some time ago.

From 2008 to 2012, I served as the 7th and 8th grade gifted and talented coordinator for Easton Area Middle School. It was a great gig, I had a lot of latitiude with how to use my time, when and where I could see my students. Additionally, I taught two sections of math, Algebra and Geometry for students that were accelerated 2-3 years ahead of their grade level peers. I cannot stress how lucky I was in my position. I was part teacher, part case manager, part advocate, part counselor. I feel so strongly and clearly how those four years were absolutely formative in helping shape my identity and self-concept as an educator. Unfortunately, times are tough, and in 2012 I was furloughed from my position. It was a very stressful time, not only from a financial point of view, but also because I was going into my final year of graduate work, which required that I complete action research in a classroom.

Thankfully, I was brought back for one year to teach 7th grade social studies as a long-term subsitute to cover a year-long medical leave of absence. It was utterly seredipitous. I got one more year to finish my degree. I was finally teaching social studies, which is my primary certification. And of course a continuation of paychecks and benefits was pleasant. There was even something strangely freeing in knowing that I was only in for one year, with almost zero chance of being brought back again due to the continued financial difficulties of the district.

So, summer of 2013, with my hard-earned Masters degree in hand (seriously…the Moravian College grad program for teachers was phenominal; without a doubt the most significant formal educational experience of my life. I cannot recommend it highly enough if you live in Eastern PA), I began my job search in earnest. By the end of August, I was hired at the Pennridge School District in Bucks County, PA. Again, even at the time I appreciated how “right” everything seemed. The interview was amazing. As in, I knew with 99% certaintly that I had the job walking out the door. Aside from the baseline stress of starting a work at a new school, and teaching a new curriculum for the first time, it has been awesome.

Filter, Connector or Advocate?

In his book “Net Smart: How to Thrive Online”, Howard Rheingold suggests that our participatory power on the Internet can manifest in three key ways: filter, connector, and advocate. Furthermore, these three roles are roughly hierarchical, one cannot effectively be an advocate without being and effective filter and connector.

So, where am I? And what is my ideal role?

I don’t think that the three roles can be considered in a vacuum, as they are strongly interrelated in terms of the user skills and motivations.

For example, web 2.0 capabilities only make sense to me if, at the heart of it all, I am advocating a certain point of view. The desire to become a more effective teacher by incorporating digital tools into my instructional practice is certainly not unique to me, but it is still a specialized niche within the field of education. Not everyone is aware of it, or agrees with it, so by definition my support and interest makes me an advocate. This core issue is the filter, no pun intended, through which I am currently exploring the Web.

However, I cannot be a particularly effective advocate without the ability to filter the static and connect to other people. In simplistic terms, I need to find the good stuff, refute the bad stuff, and let other people know. This of course can take many many forms, and I anticipate that it will be a life-long endeavor (if I choose it) to refine and improve my processes.

Right now I am firmly in the “filter” stage. To me this means that I am exploring the different options that are available to gather, curate, and share digital information. As I have gotten better, and more comfortable, with interacting the online community, I am quickly realizing that an essential part of the filtering process is simply picking which tools I want to use. Each goal of filtering (gathering, curating, sharing) can be accomplished in some fashion by a variety of available applications, and most can accommodate all three goals in some capacity. I must balance open-mindedness to a better solution with the need to strengthen and develop my proficiency with a particular tool. At this point, I think that I have settled on a cocktail of Twitter, RSS, Blogger, Scoopit, and Edmodo to meet my current filtering needs. Based on my work the past few weeks, I feel confident in my ability to apply the basic functionality of these tools toward connecting and advocating.

What’s next?

I think that need to continue to use and refine my filters. For example, I think it would be helpful to develop a strategic plan for how I use my tools to gather, curate and share. I have gone through honeymoon phases with each, and now need to figure out how I want to use them as a coherent whole. Part of the plan should include frequency of use, both in terms of minimum AND maximum usage. For example, say that I want to check Twitter everyday, but I don’t want to spend more than 10 minutes TOTAL per day on Twitter. Same with my other tools. The power and seduction with the Internet is the essentially infinite connections (hence the name…). If I don’t have a plan, attention according to Rheingold, then it will be all too easy to get sucked down the rabbit hole.

Once I have a good practice of filtering, I need to use my filtering abilities to find people with whom I want to connect. Of course, I have made some connections already, but they have been haphazard at best. Building trust relationships requires time, whether online or in “real life”. A PLN is not built from a few tweets and random comment on someone’s blog. The really cool thing is that ANY of my filtering tools can be the launch-point to build a network. Some of this will happen organically, but I am pretty sure that I will need some sort of plan to really maximize my participation in this area. For example, pick my favorite 2-3 blogs and comment on them regularly.

Advocacy…I don’t want to worry to much about that at the moment. I think the most important thing that I can do to contribute to that role is to maintain a focus in how I use my tools. For example, create separate accounts to differentiate causal social and professional development activities. As I increase my footprint and my sharing networks, I will automatically become a greater advocate for my interests. Probably the most valuable advocacy function that I can provide is help others link into the network of movers-and-shakers in the field.