Monday, November 21, 2011

"I don't know either"

Today I think we had a breakthrough in one of my classes. We are about a week into our PBL unit on genocide. I changed up the driving question from "Why do people hate?" to "Why do people tolerate hate?" I really want students to focus on the lack of action by the world to stop genocide in the last century and move them to DO SOMETHING about it.
South Sudan Slaves

We started off the first day with one of the "Lost Boys" of Sudan as a guest who shared his story with us. The next day we talked about the scandal at Penn State and how no one intervened to help the victims. Then I introduced the driving question and we looked at this slideshow and students generated their own essential questions in groups. I told students that they would make mini-documentaries as their final product but it was going to be up to them to decide on what to do with them and to find their audience.

We spent the next few days researching. I got some pushback from some students that they did not know what "to do." So against my goals of student-centered approach I created a template (again) to help guide them in their research.

But... we talked about my goals and purpose of the class moving from teacher directed and centered to student-centered. I told them that worksheets are the opposite of creativity.

One of my students spoke up and said that the problem was not with the research but that they did not know what their videos are supposed to look like.

I paused and responded, "I don't know either."

You should have seen the look on their faces. I mean how can the teacher not know what he wants for the final project.

I told them if I told them what I wanted that is exactly what they would do. But I wanted them to be creative and come up with their own ideas. I wanted them to make a video with a message for the world, not for me. Slowly I could see the lights go one. I think we turned a corner in class today. I think they are starting to understand what this class can be like if they take control and guide it instead of me....

To be continued...

Sunday, November 6, 2011


Getting ready to start a new PBL project on genocide building off from the imperialism project that we will be completing this week where we asked the question "What if _____ ruled the world?" Students studied imperialism and then will write a creative essay exploring how the world would be different today if a culture other than Europe dominated.

I would like to share my outline of my next project and beg ask you all for some feedback. First of all we will discuss slavery, the beginning of racism, imperialism, and genocide. For an entry event I am working on having a couple of different groups come in to present what it is like to be a victim of genocide. I am working with a local group of Native American educators, refugees, and a pastor who is one of the "Lost Boys" of Sudan. I would like students to interview refugees and explore the history behind the conflicts.
Kosovo refugees from United Nations Photo

Their final presentations will be short documentary videos about the refugees. Today I got the idea of introducing Kiva to my students. Then I thought that students could have a premiere showing of their documentaries and charge admission to raise money to donate to Kiva. I am excited about this concept except for one thing: it is all my idea. I really would rather that it came from my students. So I am trying to think of a way to introduce the big concepts to students that might allow them to come to similar ideas themselves. I don't want to force it on them either in a fake way.

My conundrum is how to do this in an authentic way. I want to tell them about Kiva because most/all have probably never heard of the concept. I also will be planning the visits of our guests and outlining documentaries as the final product. I may try to end my input there and see what students will come up with on their own. Maybe something even better than my ideas!

I know that at least one class is ready for action because a girl made a comment this week that my class is negative and depressing because of all of the negative aspects of history we have looked at so far. I definitely sense that they are ready to do something positive to make a difference in the world.

Finally my driving question for this project needs some work. I originally had the driving question of "Why do people hate?" but am not sure that is specific enough to genocide. I have also considered "Where does racism or hate come from?" but still feel like that is too specific.

So now it is your turn. How would you introduce these ideas to students with enough freedom for them to make up their own minds about what to do with it? Also can you suggest a better driving question or do you like some variation of mine?