If you haven't looked at the Critical Thinking Consortium yet (and your are a Social Studies or English teacher) YOU NEED TO! It is a terrific resource. In Social Studies 9, we have been studying issues related to immigration in Canada. Typically, Canada has been...how do we say it....very selective (*cough cough* discriminatory *cough cough*)....about whom they allow into Canada. When looking at how we currently accept immigrants into Canada it is VERY useful to compare it to how we USED to accept immigrants to our country. The Critical Thinking Consortium has a compilation of primary sources on different topics as well as student tasks related to these source packs. I found a great example and adapted it slightly. Why reinvent the wheel? After finding a source pack of documents pertaining to Chinese Immigration to Canada from 1875-2011, I decided to seek out some ideas and support from the High School Social Studies teacher in my school. I know that she has students work with and compare sources all the time and it is an important skill for high school so we developed a way to 'bridge' the gap between Social 9 and Social 10. She helped me develop the language for the student task and after assessing the final products today I have to say this vertical teaming was a total success. Students who have typically struggled with writing in Social Studies blew me away with their academic and thoughtful responses. The student task sounded like this: Which source is the best example of continuity in attitude towards Chinese Immigrants to Canada since 1875 and which source is the best example of a change in attitude towards Chinese Immigrants to Canada since 1875?
Even though this activity was not a formal project-based assignment, the focus of the students and snippets of discussion between students that I heard and saw let me know that they were deeply engaged in their task and working rigorously to write a high-quality analysis. Proud teacher moment or what?!
What I learned: - Discussion and critical questioning skills are VITAL to writing good source analysis. - Students are very capable of high level work if supported and guided depending on their needs. - Students like to be challenged. Don't be worried about 'asking too much'. Put it out to them and see what they do with it. I was pleasantly surprised! - Having a vertical team in place will help build necessary skills for students to be successful in High School. More formal collaboration time would be awesome to develop this team in the future.
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While visiting MSS last week I realized that being a big dreamer in education does not mean that I will be dreaming big alone. Imagine! An entire building filled with dreamers who have made those dreams a reality. This school was truly inspiring and one day I hope that this type of school is a commonality. I often try to summarize with my students in "Top 5 Lists" or "140 characters or less", so here is my attempt to summarize the visit to MSS: What I learned Top 5 List: 1. Flexibility will open up more opportunities for collaboration 2. There is not way to dream up what could be if we are stuck in what is. 3. Think beyond your classroom, outcomes, grade. 4. Great projects and collaboration start with great professional conversation. 5. Utilize/exploit as many community experts as humanly possible. Twitter-style 140 characters or less summary: "Dream big to see growth & big ideas #Flexibility is key! #gobigorgohome" After an very full day of awesome PD, I plan to do the following with what I've learned:
- Begin Curriculum Mapping for Social Studies 7, 8, 9. After learning what a curriculum map is and how useful this document is (versus an archaic long range plan) I know this is something I want to focus on even for next year. - Use the PBL planning tool from MSS to plan out the "Weber BUX market" project to include Language Arts, Social Studies and Math for Grade 9. - Attempt one Cross-Graded PBL project with Grade 4 and Grade 7 Social Studies focused on the Metis in early Canada. - Build a project with the Social Studies 8 teacher from MSS for our students to do together (based around the Louvre and Renaissance Art) "I really like DI classes because it makes me feel like I can do it. It doesn’t make me feel smart or dumb, big or small—It makes me feel important." I have been wanting to write about the WHY for a quite a while now and after thinking about it for a prolonged time I feel that I have come to some personal conclusions about the looming questions of WHY in education. I have often heard and had many conversations with a variety of teachers - veterans to newbies - about WHY differentiation/technology/project-based etc. matters. I recently was confronted by a close friend, who is an elementary teacher, on this topic. I was gushing about some awesome new technology and project-based ideas I had come up with and she simply responded with - WHY do they need it? At first I was very defensive. Educational Technology is one of the first loves of my career! How dare she say it wasn't important! I came from a strong background of teaching with technology and I was utilizing paperless 1:1 iPads in the first 5 months of teaching. It has become such a huge part of how I look at my teaching that I can't even imagine my classroom without the influence of the wider world at our fingertips. I ultimately came to the conclusion that IT MATTERS (it being whatever you are trying to or being asked to implement in your classroom) because it is what is best for students. IT MATTERS because it challenges them, engages them, and ultimately makes them feel they are important and cared about in my classroom. The big question of "WHY should I (insert new idea here) try this in my classroom?" is most easily answered by examining the question from the perspective of the students in your classroom. Most importantly: IT MATTERS because THEY MATTER.
After doing this lesson for the second time, I am 100% convinced that for social studies PBL to be authentic and meaningful for students and not just another 'project' I will need to work in world cafe sessions regularly. The passion, honesty and engagement was palatable in the classroom during this discussion today. I was so proud of my students for their efforts to listen to their peers, critically assess the information and provide educated opinions on controversial topics in our world today. Another great day in #webersoc. Check out my twitter @kate_weber7 for more tout videos and social studies related goodness!
Project Based Learning continues rolling on in my classroom for weeks 3-5. We wrapped up our first project in Health-Religion 7/8 (e-portfolios) and two weeks ago, we were introduced to our second project through a "mystery" presenter. Below is short video from this presentation:
The Next Step: Profile of a Role Model for Volunteerism - Students will need to create a real or 'imagined' interview with someone they believed is a role model for volunteerism. BEFORE we do this however, I wanted them to see some of my role models and I wanted to explain to them WHY these people are role models for me. We watched a music video by MC Yogi about Ghandi, read Emma Watsons HeForShe UN speech together, and watched a video of Malala speaking at We Day in the UK. I continually responded to our BIG questions when discussing my three role models. HOW do Ghandi/Emma Watson/Malala challenge the world to be better? How do they challenge me to be better? ---------> Student ideas for presentation of this interview: blog, video, podcast, magazine article. They are going to put these up on their e-portfolios from project #1. If not me, who? If not now, when? Group discussion time: Students have 'home' groups that they will work with for the duration of this project and they are also encouraged to do their authentic assessment (volunteer hours) with members of their group. These groups were not random, but chosen with student learning profile in mind. They finished off the day by discussing this quote and what it could mean. What I found interesting was the AMOUNT of differences this quote had for each individual student. Some discussed how listening to Emma Watson's speech made them want to act on inequality and not just put up their feet and wait for the world to change. *GASP* Teenager wanting to change the world? Bless their hearts! I have to say this is one of my favourite projects I have ever rolled out with students. I think it's a combination of things: my passion for this area, adjustments made after PBL project #1, and of course the terrific group of students I am working with.
Top 3 List of Awesome Things From Weeks 3 - 5: 1. Student conversations - deep and meaningful discussion about the topic 2. Student ownership of project ideas for role model interview 3. New family groups to work in - fresh ideas and connections in our big group Three Existing Questions to Ponder: 1. How can I step back even more from the role of "sage on the stage" and move to a mentor focused role for this project? 2. How to sustain student ownership and engagement for long projects? 3. Is there another way to deliver "essential questions"? What other formats are there for PBL? Other structures used for delivery? (need research here) As a closing thought for this post, I have noticed that I am shifting and changing along with my students. I have started looking at my curriculum differently and thinking differently about planning and delivery of material. PBL has changed my mindset as an educator; I now thinking differently about how I am teaching. I can definitely see the immediate impact on my students and in my classroom but I never anticipated that I would change as rapidly as I have. I am looking forward to another presenter next week from the community and to more amazing conversations with students! PLT: Day 1
As part of my Professional Growth Plan this year I want to focus on Project Based Learning in Social Studies and in a combination Health/Religion 7/8 split class. Also, because I am really interested in this area and see lots of potential for engaging students in my classes (reasearch is OVERWHELMINGLY in favor of Project Based Learning). I will also blog about the experience to try and gain a better understanding of the in's and out's of PBL and to work out the kinks. Below are links to the two projects that I have tried thus far. What I have learned so far has been plentiful and painful. I have had so many "I should have thought of that!" moments. RHere are my reflections from the first week of PBL: 1. I introduced the Social studies 7 PBL as an 'option' for the students. I think that next time, the first PBL project will be done by everyone and then after that they will have a choice. I found that my students were drawn to the project initially, but then they were more swayed by what their peers were doing. Also, if they were all doing the PBL option, I could instruct that way instead of 1/2 and 1/2 which I am doing right now. I think an 'all or nothing' approach at first would be good to get students used to that type of learning. But the question still remains in my head about what to do with those students who enjoy a more traditional approach to learning? Those "A" typers who like lists and highlighters? Is there a way to do a more structured version of PBL? Hmm....research is needed. 2. For the Health-Religion 7/8 PBL project #1, I wish that I would have been more DIRECT about what the end-product SHOULD/COULD contain instead of just hoping they would come to that conclusion. I am going to add on a checklist for their e-portfolios - what they SHOULD contain or COULD contain. I think this would help to guide them for their end products. However, I will not give it out until the second week of the project. I think that SOME students are starting to develop a certain instinct for where the questions are leading them. How to do have success for all students in PBL? Hmmmm....tiered PBL? Maybe.
Where I Will Go Next:
I think the next step is to consider how can all students feel success through PBL. What about those students who are getting 'stuck' on a question or section of the answer to the big problem? Is there a "skill set" for PBL that all students need to have prior to commencing a PBL project? Also, I think I will have smaller home-groups for project #2. This will help eliminate some peer swaying for project choices and expression of answers for project questions. The next Social Studies PBL will be a hybrid or PBL and more traditional approach to Social Studies - maybe an 'easing' in of the students to PBL will help. Here's to more adventures and growth with PBL! I remember sitting in the gymnasium at Peace Wapiti Academy two years ago listening to Craig Keilburger talk about Free the Children at the opening night of the Mighty Peace Teachers Convention. I was so captivated and pumped up after the presentation, that I text my principal right away and let her know that I was interested in starting this club and that oh, by the way, I already registered our school! (I was banking on her saying yes!). I had recently heard in the news the devastating story of a young girl being targeted by the Taliban for attending school for seeking out an education in Pakistan. She was shot point blank on her bus ride to school and miraculously survived. I used the outrage I felt from this story, mixed it with the Keilburger zeal for world change, and pitched it to my homeroom students on Monday morning. (Side note: I know some of you are thinking, sure sure....it couldn't have happened that soon. But, you must not know me. If I like an idea, its happening. No if's and's or but's!). I began with a quote from Ghandi "Be the change you wish to see in the world". I can honestly say, that these students epitomize that mantra. They truly ARE the change. Let us flash forward two years and we have just harvested a crop that will build a school in our adopted village of Eor Ewasu, Kenya. These students who make up our social justice club are, excuse the pun, the cream of the crop. THEY ARE AMAZING. It is through their tireless efforts that we have been so successful. Here is a small and highly shortened timeline of our Seeds to Bricks project:
October 2013: We Day in Calgary (see my reflection here). Almost immediately afterwards, the idea for a crop project is dreamt up by one of our parent chaperones. Wouldn't that be cool? Yes. Yes it would be. How very Sexsmith of us to plant a crop for world change :-) November 2013: A list is made up of what it will take to plant, seed, harvest this crop. December 2013: A letter writing workshop to ask for fuel, seed, fertilizer, etc. The students had some very convincing letters! January 2014: Our group now has two co-presidents, a vice-president and others signed up for different roles in the group. Yipee! Go kids go! February 2014: Not many sponsor letters coming back positive. The project is teetering dangerously close to not happening. March 2014: Students still taking out letters. Doing bake sales, small fundraisers. April 2014: After countless phone calls, being turned down, and hung up on, we finally have enough sponsorship to give the project the "Go Ahead" THANK GOODNESS! (coincidentally, I start sleeping better at night.) May 2014: The crop is seeded! Wheat seed is donated by a local farm family, who's daughter is in our social justice club. The students get to ride on the tractor as we plant the 40 acre. piece of land. I even get to take a spin! June 2014: The club gets sponsorship from the Town of Sexsmith. This was a really cool opportunity for our students, as they sat in at a council meeting and three of our members spoke to the councillors about the projects. We also have the signs donated for our school and for outside by the crop. July-August 2014: The crop takes on a dry summer. Hail, not much rain and lost of 30 degree + days. However, it still looked pretty good! September 2014: The crop was harvested on September 5. Again the students were able to ride in the combine and get to see their work in action! SO. The wheat is drying, the buyers being sought out by our amazing farm family, and I am left thinking and wondering.....what will be next for this amazing group of young leaders? Shall we travel the world together? What other projects will we take on this year? { Thank you to all of our terrific sponsors, families, students, teachers and supporters. Without you, this project would never have happened! }
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