Category: How To

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Rigor, Relevance, and Project Based Learning

Solar Sprint 2010 Chicago
Solar Sprint 2010 Chicago

I’m giving a daylong workshop (pdf) at the SW Wisconsin Business and Education Summit at the Lenz Conference Center at Southwest Tech in Fennimore WI. My workshop notes and resources are available here. For more of my posts on PBL click here.

Your students explore their world with an expectation of choice and control that redefines traditional notions of learning and literacy. Increasingly educators are discovering that they can motivate students with a PBL approach that engages their students with the opportunity to think like professionals while solving real-world problems. This workshop gives participants the why, what, and how (to get started) of PBL.

I’ll focus on six reasons why PBL can build skills and engage students.

  1. Traditional instruction is based on “teaching as telling.” PBL creates learning experiences.
  2. A new information “culture” demands a new literacy. PBL can build those skills
  3. We need to increase the rigor in the classroom. PBL moves students to higher levels of Blooms.
  4. PBL makes learning relevant – student take responsibility for their progress.
  5. Usually the audience for thinking is the teacher – PBL shifts the focus to real world application.
  6. Now that life’s become an open book test, memorizing facts and performing routine tasks are devalued.

You can follow the #PBL tweet stream at the visualizer below. Direct link to my visualizer at Wiffiti.

Image credit: flickr/Argonne National Laboratory

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Student Bloggers Reflect on Learning

Reflections
Reflections

My approach to instruction borrows from the thinking of Donald Finkel who believed that teaching should focus on “providing experience, provoking reflection.” 

He goes on to write,… to reflectively experience is to make connections within the details of the work of the problem, to see it through the lens of abstraction or theory, to generate one’s own questions about it, to take more active and conscious control over understanding.
~ From Teaching With Your Mouth Shut

Since I first posted my Taxonomy of Reflection in Jan 2010, I’ve been on the lookout for good examples of student (and teacher) reflection to share with my readers.

I was pleased to see that Mike Gwaltney (and good friend and great teacher at Oregon Episcopal School) had developed a well-designed model for incorporating student reflection into a new class blog. The Age of Exploration Blog. I urge you to visit his class blog and respond to the student posts – they are looking for your feedback.

Honesty, deeper reflection, and care in the writing because they know they’ll have “real world” readers and commenters, not just their teacher

I asked Mike for his “elevator pitch” on why he thinks fostering student reflection is so important. He replied, 

Teachers don’t give kids time enough to reflect in a serious way. The success of this assignment comes from giving them: a) instructions on how to reflect, good questions to consider; b) time to do so – real time, not just one day, but frequently; c) an authentic audience to write for – it encourages honesty, deeper reflection, and care in the writing because they know they’ll have “real world” readers and commenters, not just their teacher.

Here’s a portion of Mike’s assignment for his high school sophomores. Full assignment here

The topics of your blog posts in general should be “reflection on your learning”. Reflection is an opportunity for you to step back and think about / evaluate. When you reflect, you’re doing very high-order thinking, the kind we do when we self-assess. As for the topic of your reflection, you choose that. Here are some general ideas I have for topics:

  • “What I’ve been studying / learning lately.” – tell us about some topics you’ve researched this year and what you’ve learned. This could be about the big topics of projects, or about little pieces of a topic you discovered and that you found really interesting.
  • “What I’m working on right now and what I hope it will be.” – tell us about your current project and how it’s shaping up. What are some things your finding and what form will your project take?
  • “What I’m learning about myself as a learner.” – tell us about how it’s going for you being in a research-based class. Are you finding this is a good way for you to learn? What’s easy? What’s hard? What are some successful strategies you’ve followed? How do you think you can improve?
  • Etc. – what other ideas do you have for a blog post? Feel free to take it where you wish.

I’ve been impressed with the depth of reflection generated by his students’ posts. I asked Mike if I could join in the dialogue by posing a few questions for his students to answer. (sort of reflecting on reflection). I asked them to read their reflections and those of their peers and answer two questions:

  1. “Do you see any patterns in the reflections”. I think that analyzing is the gateway to higher order reflection – See my post The Reflective Student for more prompts.

  2.  ”Looking back to your reflections (and those of their peers) can you identify any ‘ah-ha’ insights?”

 

Here’s some of the student responses:

What I found really interesting about this assignment was that most people wrote about themselves as learners, not the information they have gained from our class.

Hayley:

What I found really interesting about this assignment was that most people wrote about themselves as learners, not the information they have gained from our class…. My peers and I are accustomed to very focused courses that, while emphasizing creativity, don’t always allow students to pursue what really interests them or to learn more about themselves. This blog looked like it was an opportunity for many people to have semi-revelations about their school experiences and their optimal learning environments.

The ah-ha insights were kind of obvious: students in this class learn the best when they can choose what, and how, to learn. I just realized that this blog was another mechanism of learning that helped most everyone learn about themselves. Haley’s full post A Love, Lost and Found

Spencer:

Most of our reflections aren’t just talking about what we learned fact-wise or wrote in class. It seems we’re actually taking a look at what we’ve been doing ourselves, examining how we learn things, what’s been working for us, and what hasn’t been working. The class is about learning information, while this blog is about us learning about our learning of information.

Ah-ha insights: Karen saying, “As a researcher, I’ve found my hardest task not to be collecting information or presenting it, but rather motivating myself to delve deeper and deeper into the topic instead of simply accepting what I have as being good enough.” Arjun saying, “the point of research is to learn something new or interesting, and then share those findings with others” Robby saying, “Instead of being graded on what is right and wrong, a student can be graded on how well they did personally” Spencer’s full post Research Conundrum: Bias

Clare:

First of all, every one of the posts shows that the author has been enjoying Age of Ex immensely. My post was mostly about learning and researching as a concept rather than actual facts or ideas that were learned in assignments, and most of the other posts focused on essentially the same thing. My classmates and I have written about how the loose structure of the class gives us enough support to feel comfortable, but also encourages us to push beyond what we’re used to and to think for ourselves.

Certainly one of the most common insights was that research based classes are, in fact, pretty difficult because they require one to be self-managed and self-driven. On the other hand, another of the most common realizations was that we were enjoying our research and learning. It seems that we also found that the necessity of being self-driven pushed us to understand who we are as learners and how we learn best. Clare’s full post Researching History to Understand My World

Lauren:

One commonality that I noticed throughout many of the blog posts was the appreciation of the freedom that Age of Ex has given us. For me, and some classmates, this was a crucial component in choosing this class. What appealed to us was the ability to learn about what we, as individual students, were interested in. Another thing that I noticed was people rediscovering the researching process. Learning how to budget time and tackle large projects.

Many of the ah-ha moments I noticed were the realization of an individual research process. Over the course of this first project, people realized which researching techniques worked from them, and which didn’t. I think that these lessons are going to be something that a majority of the class continues to carry with them throughout the year. Lauren’s full post A Research Project in Retrospect

Image credit: flickr/Alex Clark

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Defending Fiction: The Literary Mock Trial of the Count of Monte Cristo

Dumas book
Dumas book

I recently blogged from the 2011 US Innovative Education Forum (IEF) sponsored by Microsoft Partners in Learning. Here’s a guest post from, Kelli Etheredge, one of the IEF finalists I met at the competition. For more on the competition and other guest posts click the IEF tag. ~ Peter

Kelli Etheredge, St. Paul’s Episcopal School (Mobile, AL)
Project: What’s the Verdict? The Count of Monte Cristo Murder Trial
In this project, 10th grade World Literature class students used a shared Microsoft OneNote notebook, Office Web Apps and Windows Live SkyDrive to share information and prepare for a criminal trial of the character Edmond Dantès after reading the novel The Count of Monte Cristo. Students develop many 21st century skills including critical thinking, creative problem solving, collaboration while they move beyond rote memorization and regurgitation of facts and read the book with a critical eye and goal in mind — to either prove or disprove the liability of Dantès in the downfall of his enemies and the seven deaths, two kidnappings and the loss of wealth. They gain experience in using the art of persuasion, writing in various formats and enhance civic literacy.

Kelli has written the following guest post. For a full description of the project, see her blog.

They are either reading the novel from the eye of a specific witness and discovering how Edmond Dantès impacted their lives, or they are reading from a lawyer’s perspective. They are solving the mystery, gathering evidence, looking for connections.

Intrigue. It is the key to any great story. For me, it’s also the key to any great literature lesson.
I teach World Literature to 10th graders. As with most literature curriculums, the focus is on the classics. 10th graders are generally not interested in classics. Not surprising, I know. If it wasn’t published in their lifetime, students frequently classify all classics as “boring” without every reading it. Even when they are interested in the work, nothing kills the inherent qualities of a story like the “traditional” qualities of a literature classroom. We all know the class – assign chapters to read for homework, lecture about plot and theme, repeat until done. My goal, therefore, for every unit is to bring classic literature to life. I love the day in my class when kids shift from saying, “I have to read this…” to “I get to read this!”

How do I create intrigue? For The Count of Monte Cristo unit, I use the mock trial. Now, don’t get me wrong. The Count of Monte Cristo oozes intrigue without a mock trial – love, jealousy, betrayal, vengeance. It has it all. But, with an 1844 publication date, some students may never read it without the mock trial. Therefore, when I introduce the unit, I tell the students that at the end of the novel, although Edmond Dantès never directly kills, kidnaps, or steals from anyone, we are going to put him on trial for murder, kidnapping, and theft. Intrigue. They are curious; they start reading to see how in the world such a trial can happen.

Students are then given a deadline for the first fifteen chapters and asked to tell me whether they want to be either (1) a lawyer or (2) a witness in the trial. Starting with chapter sixteen, students have a specific role. They are either reading the novel from the eye of a specific witness and discovering how Edmond Dantès impacted their lives, or they are reading from a lawyer’s perspective. They are solving the mystery, gathering evidence, looking for connections.

classroom mock trial
classroom mock trial

Students are given time in and out of class to read the novel. At specific chapters, the class analyzes the events in the novel and creates cause and effect charts. When the students are finished reading the novel, they then move into prosecution and defense teams to prepare for the trial. All of our work in the novel study and the trial preparation is shared via a Microsoft OneNote notebook. Prosecution and Defense teams have password protected sections. During the mock trial they can quickly search their OneNote notebook and find facts that help them respond to cross-examination remarks.

Witnesses play the part and write a letter from their character’s perspective; lawyers use an analysis chart to determine how each witness impacts their theory of the case. During the trial preparation stage, I teach the students about trial procedure, questioning witnesses, and introducing evidence at trial. When trial preparation is complete, we conduct the mock trial. Other teachers and former students sit on the jury. I’m the judge. When witnesses are not on the stand, they are taking notes to help prepare for their persuasive essay. The trial usually lasts four to five days, and we have had both defense and prosecution verdicts.

Once the trial is over, everyone writes a persuasive essay answering the question: Were the punishments of Danglars, Villefort, and Fernand Mondego really God’s retribution or wholly the cause of Edmond Dantès?
 

Count of Monte Cristo Preparation & Trial from Kelli Etheredge on Vimeo.

From start to finish, students are thinking critically, connecting their knowledge of the novel to their own world, and expanding their experiences. Watching each student use the facts of the case to (1) demonstrate their understanding of the novel and (2) prove their team’s case is one of the proudest moments I have every year.

Here are my tips for making a literary mock trial successful:

  • Choose a novel that involves culpable activities but no one in the novel is punished for
  • Assign only important roles (lawyers and characters) and assign the roles as early as you can
  • Provide students with scaffolding devices that help them in their critical thinking – cause/effect charts, organization tools, analysis charts
  • Make sure everyone is active during the trial; if students aren’t testifying they should be taking notes, preparing for their persuasive essay.
  • Use outside experts- lawyers from your hometown- to teach students about trial procedure
  • The following site has a mock trial manual (pdf) for teachers to use –  (note I did not assign follow this manual completely because I wanted my students to only be witnesses and lawyers. Positions like bailiff did not provide any opportunity for critical thinking and application of their knowledge of the novel.) Additionally, this website – provides guidance on questioning witnesses, introducing evidence, etc.
  • Encourage healthy competition – the students’ level of commitment to the project intensifies with a healthy competition.
  • Remind students that they are capable of the task; students need to know that they are capable of hard work and critical thinking, and they need to know you have confidence in their abilities.
  • Have fun!

 

Additional resources from Kelli:

About the Author
Kelli Etheredge is the Teaching and Learning Resources Director for St. Paul’s Episcopal School. In her role, she supports PK-12 teachers in effective integration of technology and innovative lesson design. She is also a trained peer coaching facilitator through the PeerEd group. Additionally, Kelli teaches World Literature at the 10th grade level. She is in her twelfth year of teaching and her eleventh year of teaching in a 1:1 environment. Before her teaching career, Kelli practiced law for five years.

Image credits:
Dumas Book – flickr/jypsygen
Classroom mock trial – Kelli Etheridge

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The Battered Woman Defense: A Classroom Mock Trial

a little justice
a little justice

The highly-publicized trial and acquittal of Barbara Sheehan, brings the subject of spousal abuse and the battered-woman defense to the front page. Wife Who Fired 11 Shots is Acquitted of Murder (NY TImes October 7, 2011).

This case brings to mind a battered-woman defense mock trial that I developed and used for many years with my seniors at Pittsford Sutherland High School (Pittsford NY). I found that participation in mock trials enabled students to hone their critical thinking skills, collaboration, and explore significant legal and social issues in a real-world setting. Here is a copy of the fact pattern for this mock trial in pdf format – The Donna Osborn Case.

I found that many students who had previously been labeled “academically at-risk,” excelled in the fluid environment of a trial. “Honors students” sometimes struggled with material that cannot simply be memorized for a traditional test.

Mock trials are not “scripted” events. Well-written, they should offer a reasonable chance for either side to prevail. While I provided students with the witness statements, it was up to their legal teams to develop prosecution / defense theories and prepare to serve as witness or attorney in a trial held before an actual judge (or attorney) and a jury of adults from the community. 

Each class was a separate trial held over a series of 5-7 days. (My classroom trials became so popular, that adults routinely stopped me in the grocery store to ask if there was another jury they could serve on. … Yes, but it has to be a case you haven’t heard before.)

The course was a one-semester politics and law class that included students from across the academic spectrum. Over the years, I found that many students who had previously been labeled “academically at-risk,” excelled in the fluid environment of a trial. “Honors students” sometimes struggled with material that cannot simply be memorized for a traditional test. This was a lesson that shaped my belief in fostering engagement with a more a student-centered and project-based approach.

To prepare students for this “authentic” assessment, they were introduced to rules of evidence and were given chances to develop their legal skills in preliminary classroom-based trial activities. The community-based trial was the “final exam” for the course. While the students were evaluated by me with a teacher-based rubric – the real mark of success was winning the case. That required developing a logical theory of the case, successfully communicating it to the jury, and skillfully restraining the opposition’s case.

After the adult jury rendered their verdict, they spent time with the class to explain the basis of their decision – highlighting both the successes and shortcomings of the prosecution and defense case. That was a real-world assessment that gave students valuable feedback on the difference between what they had intended to do and what actually “got through” to the jurors.

All trial testimony was video taped and catalogued in the school library for use by subsequent classes. Students carefully studied video tapes of prior trials to look for strategies that they might utilize. Having your trial video on a library “waiting list” was a peer assessment far more coveted than my evaluation. (Off loading content transfer to homework, so that classroom could be performance-based? Today we call that “flipping the class.”)

I developed the “Donna Osborn Case” after extensive interviews with police, district attorney’s office, medical professionals and advocates for abused women. The fact pattern was realistic and designed with many conflicting accounts that provided good material for cross-examination. While it had a solid evidentiary foundation, verdicts were often driven by belief systems that transcended the evidence and put jurors’ social values to the test. The fact pattern was carefully crafted to give both prosecution and defense a good chance at prevailing, and over the years I saw a fairly even split in verdicts.

In closing this post, I must give a big hat tip to good friend and attorney Jay Postel. The expert witness statements he crafted are a skillful distillation of both merits and shortcomings of the “battered woman defense” and the legal arguments against it.

Over the years I’ve received many interesting email from teachers across the world who have used the Donna Osborn Case. (A steady stream of emails suggests that mock trials may be especially popular with English language classes in China). I also have been amused by reoccurring theme – the student who needs help crafting their closing argument on the eve of summation.

Note: There are additional legal resources of interest to educators available for download at this link. They include simplified rules of evidence, as well as other criminal and constitutional appeals cases that I used in my class. Here’s a timeline of the facts of the Osborn case that someone posted on Dipity.

Image credit: flickr/orangesparrow

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Learning Walks: The Power of Teacher to Teacher PD

Learn and Lead
Learn and Lead

It’s always a pleasure to work with the school district that “gets it.”
Lebanon Community Schools in Lebanon, Oregon is that sort of place.

“This creates teacher leadership opportunities. It turns visits to the classroom into teacher to teacher professional development – transforming the notion of what happens when people visit your classroom.”

I was first introduced to LCS in May through their work with Oregon’s Class / Chalkboard Project. In August, I gave an opening-day faculty presentation focused on looking at learning from the students’ perspective. Since then I’ve assisted LCS in training a group of six “learning walk leaders” who will lead their peers on reflective learning walks through the classroom. As one of the leaders neatly summarized our goals, “This creates teacher leadership opportunities. It turn visits to the classroom into teacher to teacher professional development – transforming the notion of what happens when people visit your classroom.”

I have worked with many districts leading teachers and administrators on “classroom walkthroughs” (the term I generally use for the process) and conducting sessions designed to train-the-trainer. But Lebanon’s approach topped them all – their initiative with solid administrative support and a teacher-centric focus worth replicating. Ryan Noss, the district assistant superintendent attended all the training sessions, but consistently deferred to “let’s let the teachers decide how they want to do this.” Here’s how it went. (All quotes are from the six participants’ reflective journals.)

The district is supporting six teachers with stipends to lead their peers on reflective classroom walks. This week I completed three days of training with the “Learning Walk Leaders.” We first met as a whole group to discuss the opportunities and challenges of learning walks, but soon got into the classroom to try it out. Over the course of two days, I led pairs of teachers on visits to K-12 classrooms across the district. During that time, they had the chance to both experience the power of reflective discussion and see how to best focus our conversations on the students in the classroom, not the teacher.

We used a similar approach for each classroom visit. After checking with the teacher to see if it’s a good time to enter, we typically spent about 5-8 minutes in each class. While there we did not talk among ourselves or take any notes. (Visitors with clipboards make me nervous.) If appropriate, we might speak briefly with the teacher to get some background to the lesson or chat up a student who wanted to share what they were working on. But we weren’t there to try and “understand” the lesson. You can’t do that in 5 minutes. We wanted to see students in action and use that experience as a catalyst for a discussion. Think of learning walks as moving professional development from the lecture to the lab.

Think of learning walks as moving professional development from the lecture to the lab.

After exiting class we traveled down the hall for a brief discussion. What tasks were the students engaged in? What types of thinking did the students need to use to complete the task? What sort of choices did students need to make to complete the task? Can we find consensus about what level of Bloom’s Taxonomy best describes the student task? As Sarah Haley put it, “I love the idea of honing our reflective skills – what’s learning look like when compared to Bloom’s?” As Chrissy Shanks observed, “Learning walks gave me a fresh perspective on the ways students think.”

Often the time spent in class proved to be a jumping off point to more hypothetical discussions about student learning. “We just saw students making maps – what are the essential elements of a map? How do people use maps? What could students learn by making a real-life map for their peers to use?” Some of our best discussion about our own practice as teachers came from these extensions of what we saw in the classroom. “Teacher learning walks inspired me to become a better teacher! I learned so much about what students are doing in our district and was able to reflect on my teaching practice.” Melissa Johnson

On the third day learning walk leaders took turns “guiding” each other on visits. After each visit,  they came back to central location and one leader “led” the reflective discussion in a “Fishbowl,” while the rest listened, and then offered feedback. Finally, we met to develop a protocol for how to conduct visits in the future. We want to make sure, that learning walks are seen as productive, not interruptions in the classroom. As Erica Cooper wrote “We are students of instruction in a lab setting. A trust has to be built to make it work. I want to be able to guide teachers in observing student learning to help their teaching practice.”

Next week the learning walk leaders will promote the process to their peers and begin leading reflective visits to district classrooms. We decided they needed an “elevator pitch.”

  1. Focus on the students (not the teacher) in a quick visit to the classroom (snapshot of learning)
  2. Discuss the tasks students are doing. Do we agree on what level of Bloom’s we see?
  3. Result – Teacher To Teacher Professional Development. Shall we call it “T3PD?”
  4. Best way administrators can support the effort. Ask, “Have you had interesting discussions today?” Note: don’t ask “have you seen good lessons today?” You can’t judge a lesson in 5 minutes – besides we’re watching the student. 

Image credit: iStockphoto