Authentic Experience

As part of Alan November's advice to this generation of learners, he suggested offering students assignments with a more authentic experience.  Students need to know why they are learning what they are learning.  They need to know the relevance of what they are learning.  

I decided to take immediate action and reviewed what skills I needed my students to learn along with what sort of authentic experience I can create for them.  I must admit that is a difficult assignment.  As I continue to better myself and my campus, I decided to include my students in helping me make decisions to the updates of the campus.  

Our school was built in the 1980's and there have not been any updates or changes since.  Our campus just went one-to-one with iPads and with all the new technology on campus, it is becoming more obvious how out of date everything is.  Our needs of our library are changing.  I see a large space and is becoming more and more vacant.  That is when the idea of including my students on a remodel the library project came to mind.  

Project:  Propose a library remodel plan that will bring the library into the 21st century.  The project spanned five weeks.  First, students evaluated the space and physically drew the outer dimensions of the library and then drew in items on the floor plan.  Students then used their iPad or laptops to enter in all the info into a architectural programs such as Room Planner or Roomstyler to create a more professional plan.  Students then research the items that they would like to purchase and record the costs on a spreadsheet.  The final part is the presentation.  Students  must present their entire project to the class and present like Steve Jobs did.  (They took notes on his techniques.  A large picture and very little text on the screen.)  They are to assume that I hold the checkbook that pays the winning bid.  Thus their purpose is to convince me that their remodel proposal is the one I should be selected.  The top five projects will present in front of our superintendent and that is when I will begin the grant process.  

My students rejected this at first.  Mostly because I teach 8th graders and they are going to high school next year.  They felt that why should they participate if they will not get to see any of their effort come to fruition.  I then shared that they are the perfect student for this project because they are the veterans on campus.  They have been here the longest; therefore, be able to give the most experienced advice on this project.  

I had some that struggled with the assignment.  Most students were pretty excited about it right away.  As part of this project, I wanted to let them take it where they wanted to.  I did not put a price limit on the project but did mention that reasonableness will be important in persuading me.  I shared that foundations do not award money to frivolous wants.  They must be justified.  You must tell me why you need the money.  Why it is important to get the updates.  

Today, students began the first round of presentations.  I must admit that I was nervous about how this would turn out.  One of the first presentations was disappointing.  It was from a student that I was hoping to make a connection with.  He was very disgruntled and typed specifically, "This is a stupid assignment." on the slide show.  Now I tried not to take it personal but can't help but be hurt.  I am working hard and I have missed the target with him.  

Though my first presentations were a little rough the day improved greatly.  I saw some presentations that were truly inspiring.  The Steve Jobs example and notes were VERY effective.  I am so glad I did that!  I am so proud.  I had some presentations that were truly inspiring.  They were sharing their thoughts not just reading from the screen!  That is because they truly knew their topics.  We have been working on it for nearly five weeks and all the information was collected or created by them.  

The best moment of my year and will be a forever part of my teacher journey.  Doesn't every teacher have a particularly challenging student that must demand the "why" of every assignment?  Well, like my first presentation, I thought his presentation might be a repeat.  I prepared to be blasted.  He presented and did fine.  He missed a couple of points and could have elaborated on some of his ideas but overall, he did fine.  At the end of class he shared with me how much he enjoyed the assignment.  I about fell out of my chair.  I said, "Really?".  He said not only did he like it but he wished he had tried harder.  My heart skipped a beat.  I wanted to ask him more but the bell had rang and he ran out the door.  

I worked so hard on creating an authentic experience that I almost forgot the purpose.  The purpose is to get the attention of those students who typically zone out.  To get the attention of those who need help connecting the dots of school and work.  I think I am on to something.  Thank you Mr. November.  

Student Engagement

For the last two weeks I have set up a scenario with a small group of 14 year old 8th grade students. These students represent the top 10 of their graduation class.  I shared with them that the next project will be a project of their choice.  They may complete a presentation project on anything and they can have as many slides as they want or as little as they want.  The goal would to learn something new and show the class what you learned.

The purpose of this was for me to analyse how students select their free choice topics and how motivated they will be to turn in challenging work without being prompted or pushed.

My students finished up their project.  They all had great looking slides with lots of information on it. However, their presentations lacked challenge.  3 out of the 10 students chose a topic they truly did not know much about and challenged themselves.  The topics included GMO's, Color Blindness and Thor Project.  7 out of the 10 students chose topics such as animals or sports and included expected information such as records, animal behaviors and traits.  I did not see anything information in their presentation that was new information or deep on the topic.

After everyone was done with their project, I shared with all my students that they did a great job and they all earned a 100.  These kids expect to earn a 100 and I did not disappoint.

I then instructed that they gather around for some candid conversation.  They know that I am always trying new projects and asking their feedback.  They are used to this sort of thing.

I asked, "How much time did you spend selecting your topic?"  Most said very little time, a few minutes.

I asked, "How did you select your topic?"  One responded Google and one had been to a GMO rally and wanted to learn more.  Two responded that they wanted to know more about the sport and shared a genuine interest.  The others were not really sure and just came up with it.  Though they did not say exactly, I would assume that they chose their topic by merely imitating what those around them were doing and chose what they did.

I candidly shared with them that their projects in general were good but not very challenging overall and the information was on a general level for the most part.  I know that they have interests that are very complex and aspire to work in impressive fields.  I asked, "Did you chose these topics because they are easy or because we truly have an interest?"

Most were not sure how to answer this.  They are trained to say that it was their interest.  They are honor kids.  They are supposed to challenge themselves, right?  I can be argued that I should be the one to question their project level.  I should intervene and give more directions.  But wouldn't it be great that students work hard on something that they are interested in?

Yes, they are good students and kids.  They are bright but still need our help in figuring out what motivates them.  Just letting them choose their topic proved to NOT be the solution for motivation; however, paired with guidance outlined in Inquiry And Innovation in the Classroom by AJ Juliani, we can get ALL kids motivated to learn.  Specifically, Juliani suggests the use of a basketball bracket as way to help students find their motivation.  I will for sure start here next time and will propose this to my students to see what they think.

Speaking REAL about the classroom

I attended two Alan November workshops this year.  If you are looking for a presenter who says it like it is, then he is the one for you.  What was wonderful about his presentation was his no frills and no beating around the bush approach to what needs to be done in the classroom.  Most often I go to these types of seminars and presenters or attendees are unable to be honest in fear of hurting a teacher's feelings.  Real conversations need to be had.  Problems need to be addressed.  Teachers need to collaborate and need honest feedback, just like our students.

His approach fueled my motivation and excitement for project based learning in my classroom.  To be honest, I have worked as a project based teacher for some time.  When you work in the Career & Tech department you MUST be project based to keep students engaged and help connect core curriculum.

He also discusses the generation  and puts technology in perspective.  Though this generation has exposure to technology doesn't mean that they are aware of how to manage it.  It is our job to use and teach tools like Google Operator search guides and help students identify web sources by analyzing the web address.