100 Questions

This idea comes from a younger grade's teacher, but I thought another good use for this would be my science class. When I teach ecosystems, we watch some awesome videos about different ecosystems in the world and this would be a very visual way of posting the questions students have about what they learn and what they might like to research later on in the unit.

It can also be used to have students respond and ask questions about what they are reading in French or English. Responses could be categorized (questions, connections, opinions, frustrations...) Just a thought.

Research vs Research Projects

Just a few weeks ago, I attended a day with Mike Schmoker. His ideas caused quite a controversy in the room, after which he left to catch his plane back  home. The discussions that followed were most interesting. In summary (and please feel free to add to this if you were there) he stated that reading and writing were the goals and that all the projects we throw at our students are quite often a waste of time. He confirmed a few things that I have observed and quite admittedly become frustrated with in my own classroom. When students are working on a project I assign, a few have managed to  create a plan, have a list of questions to guide their research and have sources that will support or contradict their hypotheses. And let’s be honest, this description is very much an exception and not the rule. Most students will fool around, unless I am standing directly over them, and even then have no idea what to do despite a co-created list of criteria and expectations.

When I grade the project, I barely even glance at the product. The grade is based on my observations and most importantly on the process paper I require as the proof of their learning, which is often devoid of real learning and sources. So when Schmoker stated it (reading and writing) was what we should focus on, I was not appalled like most of the room. What I have noticed, however, is that the papers I have gotten this year (one grade younger than I am accustomed to) are beyond pathetic. This is not to criticize my students, but to bring into question the way I teach them how to research.

Because I have been blessed with the occasional fluke, I have begun to believe that most of my greatest “ideas” are a result of accidents. This week, because I have reached the end of my rope and I have moved into survival mode, I stumbled upon something and I think it may be the start of something for me. In my Social Studies class, I assigned a photo presentation. I asked the students to choose countries (aside from North America) and to identify things they do that are different from what they know from living in Canada. They collected a number of photos from the internet – no words allowed except for a title (with a flagrant lack of respect for copyright etc), but let’s focus on the important part here.

One of the groups presented a photo of citizens in Pakistan burning an American flag. This one photo inspired a heated discussion about why Pakistan hates the US. Many of the things the students said were obviously false and overheard from their parents and other sources – but this flood of thoughts and ideas was enough to get them asking great questions. We have a variety of nationalities in our school and I have students from various religious groups as well. Discussions on terrorism, religion sanctioned murder and other false stereotypes captured everyone’s attention! Now they REALLY wanted to know. Another group presented a photo of a matador in Spain and explained to the class that the colour red infuriated the bull and that is why they use red. Another student contradicted him and another discussion broke out about whether or not bulls were colour blind. A third group spoke about the coliseum in Italy and they shared how gladiators fought there for the amusement of the Romans. What they didn’t know is that the gladiators were slaves and how they were recruited. When one student shared this bit of knowledge, questions came flooding out about the powerful empire and its decline! Again, they REALLY wanted to know.

I think that assigning something (with a project) in order to get them to do research,  is putting the cart before the ox. (Does this expression work in English?) We need to create the curiosity to teach them how to ask questions first. We need to have these discussions to get them thinking beyond their four walls and to open their minds to the worlds which exist elsewhere on the planet. I don’t have the answer about the whole how-to, but these little discoveries (mostly by accident) have certainly gotten me to think about research in a whole different way.

The discussions which occurred in my classroom this week will certainly change the way I encourage students to find inspiration for their research. The project has become the least important part of it, but this is not to say that it has no value. I have begun to wonder if I should use it as an enrichment for those who are ready and willing to create something new – beyond the reading, writing, discussing and listening phase… The great part about this is that it is not limited to the strongest kids. A student who is not at that point in September, inspired by those who launch themselves into these projects may join in later in the year. The quality and authenticity of their work will be improved because it is truly theirs – at their pace and guided by their questions and ideas – even though it might not start out that way.

This piece is in response to an article forwarded to me by Syd Korsunsky. 

Research vs Projects

Leyton Schnellert - Part 1: The Big Ideas

Leyton Schnellert

Leyton Schnellert was one of the most dynamic presenters I have had the opportunity to hear. His session was one of my choices, but I had not decided until I heard a colleague rave about what he'd heard from others who'd seen him present. (And yes, he's as visual as he is vocal.) Convinced, I stayed and am very glad I did.

Summarizing his ideas and methods would rob some of them of the attention they deserve. I want to refer back to these ideas and will therefore break them into separate articles to make it easier to revisit them later.

I want to start with what he referred to as The Big Ideas. When dealing with courses such as Science and Social Studies, it is so easy to slip back into the textbook and let it guide me in what I choose to teach. I mean, most of these textbooks are designed with the provincial curriculum guides as the blueprint so why reinvent the wheel? As I listened to him talk about meeting our students where they are at and identifying their strengths and needs as learners, I can decide which skills to target in a purposefully methodical way. This will be discussed in a later article.

Getting back to the Big Ideas, this is where the light went on for me. I could easily picture the process he suggests.

1. Working in collaboration with a colleague, take a look at all the general and specific outcomes for a specific unit of study. This is perfect for school who already engage in PLC (professional learning communities) groups.
2. Separately, then together, decide which 3 or 4 BIG ideas need to be addressed. These should relate to both the learning outcomes identified in the curriculum AND the social issues or topics of interest that apply to the students.
3. With the Big Ideas in mind, identify the skills that need to be built into the unit.
4. Now that you know where you want to go, plan the road map you will follow in order to get there.
5. Formative assessment will be a part of each of the pit stops along the way.

In my afternoon session, Karen Hume made reference to this same idea. She said that when you start with the actions instead of the desired result, you are not focusing on the skill that you wish to develop but in the final product. When I start with the end in mind, everything I plan will be for a reason.

The Big Ideas become the questions we ask of the students. If I tell them what they will learn, there is no intention to learn. Inquiry questions help students think about the unit in a general way and develop the curiosity to want to know more. When they ask questions, they become engaged and take ownership of their learning. The student can take the wheel - and I become his or her navigator.