This past Friday I was lucky to sit down and get insightful feedback from Linda Katz’s 6th period AP Literature students who have been one of our pilot groups using pre-search term mapping strategies and Think Puzzle Explore as part of our deeper approach to pre-search and our efforts to help our students and faculty take a more inquiry-oriented stance on research. I think you will be awed by the insights and honesty of these four students; many thanks for their valuable and feedback as we co-learn with and from them. If you are thinking about trying these strategies, this firsthand feedback will be incredibly helpful for you. We hope to have some additional interviews to share with you here on the blog later this week!
I’m excited to team up again this month with Deborah Frost, one of the most experienced and talented teachers here at Creekview High School. Deborah’s 9th Honors/Literature Composition students are in the library for the rest of the month as they inquire into a controversial/hot topic of their choice and craft a persuasive research paper on that topic as well as an oral presentation. Through trial and error over the years, Deborah and I have learned much together as instructional partners as we’ve reflected long and hard about what has worked and what hasn’t in each collaborative project we’ve endeavored to do with her students.
Last year, Deborah was more than willing to implement two new aspects to the research design we were crafting. As part of my effort to make a more concentrated effort to frontload the initial connecting, wondering, and investigating stages of inquiry, she agreed to let me build in a larger initial chunk of pre-search time with the students to help them:
1. gain background knowledge about their controversial/hot topic and determine if that was really the topic they wanted to explore or to see if there were other topics of more interest to them
2. read more intentionally and thoughtfully to help them begin discerning big ideas from facts
3. to begin building background knowledge to develop research questions and to determine if the articles really spoke to their information seeking needs
The students worked for approximately six weeks as they researched, submitted research questions, and collaboratively composed a persuasive paper in Google Docs. The other new component of the learning experience was teaching students skills and concepts associated with the “Presentation Zen” style PowerPoints for a class presentation to compose an oral presentation supported by those visuals that helped tell the narrative of the learning and insights.
Because that design was so rich and successful, we are doing it with this year’s freshmen. We’ve made a few tweaks to the new and improved pre-search graphic organizer (see below).
We’ll also be incorporating some new search skills to the students as well. The other new component for the project is the use of EasyBib in place of NoodleTools since EasyBib allows us to more easily create citations for our database articles. We will once again do the Presentation Zen style presentations, and in April, I’ll blog a few new minor but helpful modifications I’ve come up with this past year to help support the learning curve for the skills associated with that endeavor. Finally, we’re being flexible with the schedule/timeline of learning activities to be responsive to student needs; while we have a working calendar, we’re letting it be fluid so we can be responsive to the students if they more or less time for a specific skill or learning activity, then we can do that without feeling married to “the calendar”. I’m appreciative that Deborah Frost is willing to experiment and to be improvisational as needed within the larger framework we’ve co-designed for the students.
I invite you to check out our research guide and to take a few minutes to listen to Deborah’s reflections on the value of pre-search and Presentation Zen style for student learning!
In this talk from RSA Animate, Sir Ken Robinson lays out the link between 3 troubling trends: rising drop-out rates, schools’ dwindling stake in the arts, and ADHD. An important, timely talk for parents and teachers.
At Mobility Shifts: An International Future of Learning Summit Henry Jenkins (Team Cultural Studies) and Elizabeth Losh (Team Critical Theory) offer a progress report on whether and in what ways the public schools and universities are going to be able to absorb or meaningfully deploy what Jenkins calls “participatory culture.” Rather than an abstract discussion of a theoretical construct drawn from their supposedly opposite positions studying fan culture and institutional rhetoric respectively, the two will discuss concrete experiences of young people acting appropriately or not, inside or outside the classroom. What might a participatory learning culture look like? What policies make it hard for even supportive teachers to achieve in their classrooms? What stakeholders would need to be engaged in order to change the current cultures of our school? How might participatory learning take place beyond the schoolhouse gates? What is everyone afraid of?
I desperately wanted to go to this conference in October but could not get travel time or scrape up the personal funds to go although I hope to attend in 2012 if the conference is held again. This video is timely as I’m drafting blog posts this weeks reflecting on the pushback I’ve encountered from students and faculty this semester on participatory learning. I’ll be writing more about this video and my own experiences as a teacher and librarian over the last semester a little later this week; I’ll also be discussing the library’s efforts to nudge toward more inquiry based research as well as efforts to scaffold digital composition and the questions I’m left with midyear.
