Archive | September, 2016

PBL, what a way to end the year!

28 Sep

So my English class is not exactly traditional. The “rules” about what to teach and how just don’t seem to prepare students for their future. That’s why instead of writing a final paper at the end of junior year, my students participated in a project-based learning experience. It was the best end to a school year that I have ever been a part of.

Here’s a quote about the project that I’ll never forget, “We’re actually, like, doing stuff in this class. That’s so weird for the end of the year. Usually we don’t do a whole lot.” And let me tell you, that is pretty enthusiastic approval from a junior! So project-based learning will make a return to junior English this year, that’s for sure.

Schools tend to breed question answerers. We want students to be able to recall information and use it to display their knowledge. This is no longer enough in our world where information is so readily available to those who wish to find it. It is the thinking that matters.

The next step is to help students to become problem solvers. Apply available knowledge to solve a problem. But even that is lacking something. We need to train students to look for problems and find them if we want to help students become independent thinkers and have the chance to innovative.

Enter project-based learning.

First of all every project needs to have a driving question, one that asks students to truly solve a problem. Here was ours:

How can we, as a PR firm, positively influence the perception of Red River High School?

Students have to evaluate and discover where the problems with perception lie in our own student body as well as in the public. Are these perceptions related to RRHS or to students/teenagers in general? Should effort be focused to influence our own student body or the community?

The students ranked their preferred roles and were assigned one of the following:

  • Presentation coordinator – Leader of presentations, creating slideshow, notes/script, gathering information from other team members and generating one document, coordinate a schedule
  • Video coordinator/Field coordinator – Script writing, film director, set up, planning and execution of strategy
  • Communications coordinator – Publish work , promote positive public image, contacting resources and individuals in the community, gathering resources

The groups then proposed and carried out their project ideas. We had greeters at our doors in the morning (and one day even the band was playing), we had random acts of car washes (students would find their previously dirty car now sparkling in the parking lot), and we had Cuts for Mutts (mowing a lawn after receiving pledges for donations to the humane society). We had a music club with students with special needs and musical performers, an ELL pen pals group, interactions with elementary school classrooms, a book drive, a revamped system to nominate classmates for positive actions, and many more.

But the part that really added incentive to the project was that each group would present their accomplishments as well as the impact that it had to a panel of judges. Our principal, associate principal, a technology partner, our activities director, and our school district’s communications director each generously gave up their time to choose a winner from each class.

Because of this final presentation, students had to learn how to give an effective presentation that did not involve mindlessly reading bullets in a slideshow. They had to truly engage with their audience. And that’s just the presentation part. While carrying out the project, students had to engage with members of the community or school administration in order to carry out their plan and change perceptions. If you want to take a look at one period’s collection presentations, here is the link. What you’ll find is that students actually had to present, a skill that is sometime lost when creating presentations.


What many groups began to discover was that they wanted to build community in our school, then the public would see more positive students. Instead of just being given a problem, these students had to determine what they actually wanted to address then formulate a plan to make a difference. Some might say that isn’t really “English,” but I’d argue that these skills are the skills these students need in their future. And that’s better.

Instead of watching Netflix, I just read now

16 Sep


When a student chooses a book over Netflix, it’s a victory. When a student tries to read straight through from before the bell rings through my instructions, and into reading time, it’s a victory. And when a student is already on his fourth book just 15 days into the school year, it is a huge victory!

For the past two years in my classroom we read on Mondays. It was a great way to start the week, give students time to read for pleasure, and build reading stamina. But in the interest of improving, I had to move out of my comfort zone.

This year we are doing it a little differently. Each class period starts with 10 minutes of reading. Being the time protestor that I am, there are days when we go 12. I admit it. But I do my best to stick to a quick book talk to start class (2-3 minutes), independent reading (10 minutes), then our instruction for the day. The shift was a little different for students right away, especially those who had been expecting full reading days, but it seems like we have gotten ourselves into a nice groove now.

Here’s what I notice:

  1. I never have to wake anyone up. We start first period at 8:00 am, and there were times when students would fall asleep. I get it. It is a lot to ask of a 17-year-old kid to be awake enough and engaged enough to read for 40 minutes at the beginning of a day on only a few hours of sleep. This problem is no more. I once heard someone say, “You can do anything for 10 minutes.” Even students who see themselves as nonreaders. My hope is that I can even trick a few students into becoming readers through these painless reading sessions.
  2. The pace of class is much faster. Everything we do has to be done with a sense of urgency. Instead of taking an entire hour to write, we have to get things done quicker. Instead of me babbling on a tangent, I have to be focused and know where we need to get to during the class. One piece of feedback I got in my first year teaching high school English was that the pace needed to increase. I finally feel like I have done it.
  3. It is not as hard to get into a book for a short time. To start the year I have been reading at the same time as students. I was a little concerned after the first class because I had a little trouble settling in and getting going. This went away after a few sessions. Now when we get to reading, the room is quiet within a few seconds and everyone is reading. They know that there is only 10 minutes, so it isn’t nearly as cool to waste time now.
  4. When I begin conferencing with students in the next few weeks, I will be forced to be focused with my questions and discussions. The goal will be to get to 3 students each day. My note-taking sills will need to be sharp so that I am prepared and make sure each conference builds on the previous one.
  5. Having a book talk each day right when the bell rings gives students insight to the possibilities that are out there. It is building this idea that books are important enough to talk about every single day.

My hope is that by reading every day our class builds a culture that is centered around reading and a celebration of books. When I over heard a junior girl say, “Instead of watching Netflix, I just read now,” I have to say, I felt pretty good about the culture we have here in the basement.

Just shut up already

9 Sep

Sometimes as a teacher I think I have to keep guiding, pushing, and leading my students. Let’s do this. Let’s talk about this. Here’s what you need to know.

In my innovations class everything is so new. We have to break some of the traditional rules of school, rules that students have followed for up to eleven years. Much of our success depends on how quickly we can get past those, get into something new, and create and design experiences.

Funny that I tried to teach them to break the rules by following those same rules myself.

Yes, there are things they need to know. Yes, we have to have the basics. But when I finally made myself just shut up and let the students go, it was the most energizing class we have had so far.

Here’s where we started this year. We did a brainstorm on day one of what we care about – passions, interests, what gets you up in the morning. Those tend to be big ideas, but when we dig deeper we can narrow those down. A number of students took some of those ideas and found inspiration for their first project.

To start week two we did a gripe/dream session. You complain to your partner who takes notes on everything the griper/dreamer says. When that is done, the recorder asks probing questions to see where the two of them can come up with potential project ideas. A note on this is that it is tough for students to get past the initial complaints, but that is what I have to teach.

That’s when I finally got out of the way. My last piece of advice about choosing projects was to make sure they chose something small enough to not overwhelm themselves. What happened? Exactly what was supposed to happen.

Groups came up with great ideas. Visiting an elderly-care home and interviewing residents about their experiences. Making dog beds and treats for our animal shelter. Blogging using art and film inspired by and for domestic abuse. Learning how to edit videos and create something using GoPro. Cooking those cool Facebook videos and reviewing them.

Will they all be huge successes? Who knows? But the key is that we are starting. And once we start, we can learn. Fail or succeed, we are going to start, reflect, and grow. That is the only that we can move towards innovation!