Integrated Unit Project
Summer 2001
-
Running Record of
Project Discussion
Back to the Project Main Page
ALSO SEE the closing comments
for this project
The initial conversation that led to this project took place on the main
MiddleWeb discussion list. Visit this page
to read a summary of that discussion.
June 9
JOHN NORTON BEGAN THE CONVERSATION:
Hi, adventurers!
There are 30 of us on the list right now -- certainly enough for
"critical mass."
I very much want this to be the participants' project -- you know a
heck of lot more about curriculum than I do!
Can I suggest that we begin by having everyone post a note to the
list sharing some thoughts about what they hope we might be able to
do?
At some point, it might be worth considering whether:
* Someone would be willing to volunteer, or we might somehow select,
a moderator or pair of moderators for this summer list. They could
take some leadership in keeping us on task, communicating with me
about what I need to be doing to help, etc.
* Would it help to create one or more on-line "committee," --
smaller
groups with assigned tasks? I guess a good question might be: "How
would you do this in the physical environment of your school, or in a
summer PD workshop?"
I won't repeat all of our earlier conversation about how this might
go, but simply refer you to the webpage at MiddleWeb where I posted a
string containing most of that conversation:
http://www.middleweb.com/MWLresources/projectbckgrnd.html
Let the experiment begin!
John
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From: "Keith Mack" <kmack@mackzone.com>
Subject: [MWprojects] Organization & Possibilities
Date: Sat, 9 Jun 2001 09:57:11 -0700
Reply-To: MWprojects@NS.SREB.ORG
I have recently been granted a leave of absence from my 8th grade LA/SS
assignment for next year. This is a leave w/o pay so not sure what I'll
be
doing in the fall - could be a TOSA doing professional development and
curriculum work for another district. Could just end up freelancing and
begging on the streets!?!?
Anyway, I've done quite a bit of on-line collaboration on projects and am
pretty good with web stuff. This last year I work with about 30 people to
put up a set of five on-line professional development modules for the
Learning Space www.learningspace.org . This "virtual process"
is no easy
chore and having gone through the experience, I'd like to suggest a couple
things to this group.
1. Concept: I'd suggest we come up with an overarching question as a first
step. Perhaps our exulted leader and keeper of list threads could help us
do
this as we rework, narrow, and vote on an overarching questions. We WILL
find a question that will work for ALL disciplines. The more I've worked
with these the easier they get. It is also a great process for a group as
members tweak ideas and wordsmith.
2. Key questions: Once the overarching question is established, there will
be key questions that will emerge. These could be content/subject specific.
After this point we can continue working "backwards".
3. Teams: I think it will be essential to identify a small team of "leads"
for the project. Once this is done then the leads will have a smaller team
that works with them on certain elements of the project. In the project
this
year, leads reported to me as web designer and to CEO. In our 8th grade
team, we'd each take on certain tasks for the curricular project, share
with
team, and then team reviews and revises.
4. Structure: I think it's really helpful to have a similar structure to
each component. We do this with projects in our 8th grade, this way it's
the
same for every student in every classroom. Doesn't matter if it's science
or
social studies, projects all look the same and have same elements. This
relates to procedure things that are so important to our age group.
5. Virtual Space: The may be a need for a 'virtual' space for people to
interact. I've tried a few out (they are free!) and they may be something
to
experiment with. Right now I'm at home and don't have URL's, but can find
them and post (OK, I didn't say how much I used them!). They will allow
users to chat, post notes, send e-mail, upload documents, etc. This might
be
an easier system than working through a bunch of e-mail threads.
6. Standards: this might be tough, but we probably should have standard
software. Our teams all used Word and I'd suggest this as there are some
pretty powerful and collaborative tools. Don't know what that would mean
to
those of you without this. Also, we will need to think about the final form
for this curriculum project. I would think we would want a web-based
curriculum? What I would suggest we do is create everything in Word (or
RTF)
and then just copy/paste into an HTML editor.
7. Meetings: It would be neat if we each could make a short page along with
picture of ourselves once this gets off the ground. This would be on the
project web site.
I don't think the task is overwhelming, but the initial work should have
a
path laid out to guide us along the way. What do we envision the end looking
like? I can see from the early threads in this group that we'd be trying
to
work with 30 people at once and that probably won't be very productive.
Possibilities:
I'd encourage everyone to not get too specific at this time. Trying to fit
in a certain novel or math concept will not be of value right now. Those
big
overarching questions or "themes" will allow all subject areas
to
contribute. We used one this year: "How does change create conflict?"
It got
to be really cool towards the end of the year as I'd look at students and
we'd all be thinking this question. A question like this works great for
science as well as social studies. From my experience these two subjects
are
the ones that "drive" projects. Other disciplines like arts, writing,
reading, math, etc. are incorporated as vehicles that help us on the road
to
creating answers to key questions.
Anyone in this group going to NECC in Chicago later this month? I'm teaching
a class there and then will be on the exhibit floor in the Learning Space
booth.
Keith Mack <kmack@mackzone.com>
Educational Consultant and Web Design
The MackZone http://www.mackzone.com
Journey America http://www.journeyamerica.org
-----------------------------------------------------------------
Date: Sat, 09 Jun 2001 15:11:22 -0500
From: Ellen Berg <ellen@accessus.net>
Subject: Re: [MWprojects] Organization & Possibilities
Reply-To: MWprojects@NS.SREB.ORG
> We used one this year: "How does change create conflict?"
Other disciplines like arts, writing, reading, math, etc. are incorporated
as vehicles that help us on the road to creating answers to key questions.
Keith,
I love this question! As a LA teacher, I see how wonderfully this would
fit in
with the study of a novel, how events and conflicts drive plot, how characters
react to changes in their environment, etc. I think about the possiblities
of
helping my students deal with their own changes and challenges.
Thank you also for your suggestions on how to structure the
discussion/project. I think you have excellent ideas.
--
Ellen Berg
Turner MEGA Magnet Middle
St. Louis, MO
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From: "Marsha Ratzel" <marsha_ratzel@hotmail.com>
Subject: Re: [MWprojects] Organization & Possibilities
Date: Sat, 09 Jun 2001 16:13:06 -0500
Reply-To: MWprojects@NS.SREB.ORG
Keith,
I think your proposed structure is terrific. Your experience will serve
us
well and I would be glad to be assigned to any subgroup or task. I have
taught math and science for the last 7 years, but also have been in social
studies as well.
And to everyone,
As to topic.........My ideas of framing this unit, would be along the lines
of common ties or threads that bind us together. Interdependence---but
more
than that. What can be learned from those people and cultures that have
proceeded us that should be applied to today and tomorrow? And what do
other cultures understand (values, technologically, socially, economically)
that we do not which could be beneficial? The ideas of common threads could
loop back in time and across all borders (geographical and curricular).
This could be a unit of great hopefulness and inspiration to take positive
action in one's own life, community and beyond.
I look forward to hearing all the ideas and then moving forward with a
discussion. I will be gone for 5 days in June---taking a geology course
hiking/camping thoughout the Red Rock area of Utah. I will also be gone
for
a week in July to visit my college roommate since my daughter's going to
spend time up at Dartmouth. I haven't been back to the Boston area since
I
before she was born and I'm anxious to hear the Pops again. Otherwise I
will be around all summer to work on this and am anxious to work and learn
with all of you.
Marsha
-----------------------------------------------------------------
From: "Keith Mack" <kmack@mackzone.com>
Subject: [MWprojects] Virtual Workspace
Date: Sat, 9 Jun 2001 14:52:08 -0700
Reply-To: MWprojects@NS.SREB.ORG
The example of a virtual workspace is at http://www.mackzone.intranets.com.
I just set up an account for middle Webbers on my service there for
mackzone. Here's how you get in:
Login: mweb
Pwd: norton
The account above is an administrator account so you can get in and check
out options that would not available if you were just a "commoner".
I
quickly added some samples to various areas so you could see how it might
be
used. The unfortunate thing is that they are going to start charging for
the
service at the end of June ($7-$14 per month?).
The thing I like about this sort of service is it forces people to be a
bit
more organized. Most of us as teachers are pretty much used to just being
on
our own schedule and doing things in our own time. Without face-to-face
contact, something like this would be an easier interface for us to handle
coming in and out from vacations, workshops, or other commitments. If you're
going to collaborate "virtually" using a large group on a project
then there
HAS to be more than just random exchange of e-mails. Those of you who use
Outlook - the categories and interfaces may seem a bit familiar. In fact
you can sync with Outlook and your Palm Pilot - pretty cool.
Check it out. Add yourself as a member if you want, post a message, add
a
task, whatever...enjoy. It'll be shut down at end of month anyway.
Keith Mack <kmack@mackzone.com>
Educational Consultant and Web Design
The MackZone http://www.mackzone.com
Journey America http://www.journeyamerica.org
-----------------------------------------------------------------
From: "Carol Lea Macke" <clmacke@msn.com>
Subject: Re: [MWprojects] Organization & Possibilities
Date: Sat, 9 Jun 2001 17:25:57 -0700
Reply-To: MWprojects@NS.SREB.ORG
I think the proposed structure is great. It is similar in structure to
what
we do on a smaller scale (3-4 people, no internet). Since we don't have
face to face contact, I really like the idea of having a place with
information and pictures of us. How do we go about setting this up?
Possible themes:
* Systems and Structures
*Tolerance
*Unity
*Now and Then
Carol
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From: bdyck@highwired.com
Date: Sat, 9 Jun 2001 23:33:34 -0600
Subject: [MWprojects] You Otta' Be in Pictures!
Reply-To: MWprojects@NS.SREB.ORG
<Since we don't have face to face contact, I really like the idea of
having a place
with information and pictures of us. How do we go about setting this up?>
If project participants will email me a picture (scanned or digital) I will
set them up on a virtual
scrapbook that I'll post on the List. It would be nice to put a picture
to a face (although we
may find out that John doen't look exactly like Mel Gibson...)
Send them to:
bdyck@highwired.com
Sincerely:
Brenda Dyck
-----------------------------------------------------------------
Date: Sun, 10 Jun 2001 05:16:40 -0400
From: bivey@k12s.phast.umass.edu (Bill Ivey)
Subject: Re: [MWprojects] You Otta' Be in Pictures!
Reply-To: MWprojects@NS.SREB.ORG
At 23:33 6/9/01, bdyck@highwired.com wrote:
>If project participants will email me a picture (scanned or digital)
I will set them up on a virtual scrapbook that I'll post on the List. It
would be nice to put a picture to a face (although we may find out that
John doen't look exactly like Mel Gibson...)
Hi!
(Oh, the disillusionment...)
You are very kind to take this on! Are there any particular parameters
(size, file type, etc.) you would prefer we meet?
Take care,
Bill Ivey
Pine Cobble School, 163 Gale Road, Williamstown, MA 01267
-----------------------------------------------------------------
From: SKosmoski@aol.com
Date: Sun, 10 Jun 2001 08:39:07 EDT
Subject: Re: [MWprojects] Virtual Workspace
Reply-To: MWprojects@NS.SREB.ORG
In a message dated 6/9/01 9:57:05 PM, kmack@mackzone.com writes:
<< http://www.mackzone.intranets.com >>
Keith--
I logged on with no problem. This appears to be a great place to save our
work and be able to "save" conversation so we could easily access
it
together. I could not get into the social studies forum--it kept jumping
around! But my guess is it was just an aberration.
The theme of change would be a good one for us all to use. The generalization
"Change is inevitable," or "Change can be positive or negative"
have lots of
"jumping off points."
Mary Anne
-----------------------------------------------------------------
From: "Marsha Ratzel" <marsha_ratzel@hotmail.com>
Subject: Re: [MWprojects] Virtual Workspace
Date: Sun, 10 Jun 2001 07:47:16 -0500
Reply-To: MWprojects@NS.SREB.ORG
Keith,
This is very well organized and I think it will be essential. I organized
a
group of teachers to prepare for the National Board Assessment Center
exercises and used the MSN Community. Before I created the Web Community,
we had trouble coordinating our efforts to exchange information and
distribute it all memebers. Frustration abounded and we almost broke up.
The Web Community helped unite and get coordinated.
This site is much faster than the MSN facility and I love the Palm Pilot
syncing feature. It works so well to be able to post messages, send group
emails, etc. I would definitely be in favor of something like this. And
I
agree, with all the coming and going, it will be very helpful. (My group
had to contend with various spring breaks.) I'd be glad to chip in to
offset the cost.
Marsha
-----------------------------------------------------------------
From: "Keith Mack" <kmack@mackzone.com>
Subject: RE: [MWprojects] You Otta' Be in Pictures!
Date: Sun, 10 Jun 2001 09:30:57 -0700
Reply-To: MWprojects@NS.SREB.ORG
I'd suggest the easiest thing would be to put these up on an intranets site.
Users could upload their own individual pic or add an entire word file?
That
way everyone could look at them while a team member was preparing a web
based format for this particular task.
For web based photo items, you MUST use JPG format and pics should be about
40k in size (about 360 pixels longest side?). I put some examples into the
intranets site so you could see how this might work. My caution is for you
to be very aware of file sizes - we don't want a bunch of 1.2meg files being
passed around. I added a word file with my pic (I'm the guy on the right!)
and I also created a folder to drop pic only in (I put two in there -enjoy).
http://www.mackzone.intranets.com
login: mweb
pwd: norton
BTW: I'm sorry to report that John's bid for president in 2004 may come
up
short. At this point the preference poll shows him lagging behind Laura
Croft and Capt. James T. Kirk.
Keith Mack <kmack@mackzone.com>
Educational Consultant and Web Design
The MackZone http://www.mackzone.com
Journey America http://www.journeyamerica.org
-----------------------------------------------------------------
From: "Keith Mack" <kmack@mackzone.com>
Subject: RE: [MWprojects] Pictures!--Technology panic!
Date: Sun, 10 Jun 2001 14:11:11 -0700
Reply-To: MWprojects@NS.SREB.ORG
No cause for panic. I think as part of this project teachers will increase
technology and collaboration skills. I would encourage everyone to be sure
to sound off when having difficulties and I'm sure others will step up to
help out.
If you have a photo you could still send to a designated person. Most photos
are in JPG form anyway. If files are in another form, someone can convert
for you. I would hope that you and others try out the site and features.
It
is surprisingly intuitive to use.
Uploading to the intranets site is very easy - just like adding an
attachment to e-mail. You click on "Documents" in the intranets
home page
window (left margin). Then when the documents page of the web site loads:
1. Click on "add a document"
2. Enter a title for the document
3. Click on "browse" button.
a window opens to your hard drive to allow you to select the document or
image that you want
4. Select the folder that you want to put this "document" (next
text box
just below "browse").
If you select wrong folder, you can go and delete or move the file later
(mistakes are OK!)
5. You can ignore other windows that ask for key words or descriptions
6. When ready hit "save" (up at top of screen). The file will
be
transported from your computer to the "intranets" site.
7. That's it. You might try uploading a document or an image you have just
to try it out.
For any of you wondering about the different files try
http://www.mackzone.com/graphics/gif-jpg.htm for some examples and
comparisons of the two formats. Basically JPG is used for photos (any image
that comes from a camera). GIF is used for images that could be make with
your box of color crayons (drawings and text).
Keith Mack <kmack@mackzone.com>
Educational Consultant and Web Design
The MackZone http://www.mackzone.com
Journey America http://www.journeyamerica.org
-----------------------------------------------------------------
June 10-11
I haven't heard any other talk about our overarching question lately. I
really like the one focused on change (How does change create conflict?)
and
agree with Ellen that Language Arts will have lots of things to contribute.
Any other questions/disagreements, etc.?
Amy Heinsma
7th Language Arts and Reading
Windsor, CO
-----------------------------------------------------------------------------------------
Hi Amy et al,
I really liked that question too. Some of us haven't been writing as
much because we are in the throes of closing out the year. I suspect we'll
hear from more folks after this week ends. Thanks for the reminder.
I also wondered about the charge for the site...is it one charge for
all of us or for each participant? I assumed it was one sub for the group,
but I'm not sure.
Deborah Bambino
-----------------------------------------------------------------------------------------
From: "Anne Jolly" <jolly61@home.com>
Subject: [MWprojects] Topic of Making Change Happen?
Date: Mon, 11 Jun 2001 16:43:39 -0500
Reply-To: MWprojects@NS.SREB.ORG
Hi all, just wanted to make one suggestion about the topic of change =
creating conflict. Very true! However, change also creates progress - =
in fact it's the only way to generate progress. For the record, I'd =
like to focus on Making Change Happen and then bring out the conflict =
idea as a facet of the change process. =20
Change is certainly a common theme among all the disciplines.
-----------------------------------------------------------------------------------------
From: "Keith Mack" <kmack@mackzone.com>
Subject: RE: [MWprojects] Topic of Making Change Happen?
Date: Mon, 11 Jun 2001 15:24:01 -0700
Reply-To: MWprojects@NS.SREB.ORG
We didn't focus on conflict as meaning disagreement more like the resolution
of discord into harmony in music. There's a saying that I've heard: "You
can
have change without improvement, but you can't have improvement without
change."
So a couple possible questions might be (these need a lot of work so add
please your ideas):
How and why do we decide to make changes?
What are the influences that affect change?
How can we determine if change good or bad?
How doe internal and external conditions affect change?
Keith Mack
Educational Consulting and Web Design
kmack@mackzone.com
-----------------------------------------------------------------------------------------
Date: Mon, 11 Jun 2001 17:40:57 -0500
From: Ellen Berg <ellen@accessus.net>
Subject: Re: [MWprojects] Topic of Making Change Happen?
Reply-To: MWprojects@NS.SREB.ORG
> So a couple possible questions might be (these need a lot of work so
> add please your ideas):
>
Another couple of questions that come to mind are:
*Is change inevitable?
*Is it possible NOT to change?
*What are the repercussions of change?
--
Ellen Berg
-----------------------------------------------------------------------------
June 12
Date: Tue, 12 Jun 2001 20:29:30 -0400
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] INTRANET? OR PLAN A?
Folks on the Project List...
After reading everyone's comments about Keith's prototype site at
intranets, I detect some unease about the technical prowess that
might be needed to negotiate it.
I'd like to suggest that we consider sticking with Plan A, but with
one improvement that I've just managed to develop. It addresses
Keith's important observation that we need "virtual space."
The intranets fee is not a problem -- I can pay that from the grant
-- but I have also found the site slow and balky in Netscape. Like
some of you, I don't really want to change my browser for this
project. Also, it appears that we would need to continue using this
[MWprojects] listserv to communicate, so we'd end up going back and
forth.
So my recommendation is that we stick with Plan A. What is Plan A?
-- Use the [MWprojects] list for daily back and forth conversation.
-- Post materials we develop in a special section on the
MiddleWeb website.
-- Archive each day's conversation on a MiddleWeb page for reference.
I've spent some time today learning how to post downloadable text and
similar files on a MiddleWeb page. (I apologize profusely for not
developing this skill LAST week and saving us this confusion.)
So, we can now do this, if we choose to:
* Send all files created in connect with the Project to me, and let
me post them on a special Project download page at MiddleWeb. There
will be a small delay while I get them posted, but that's probably a
reasonable tradeoff, since I will be able to manage them, let you
know when they're available, and do my usual custodial duties.
ALL YOU folks will need to do is go to the MiddleWeb download page
and download any file you like.
I have a test page up right now. You might want to try this out and
see if you have any trouble downloading the test file I've put there.
It's a text file, saved in Rich Text Format, which everyone can
probably open without much trouble. Go to:
http://www.middleweb.com/MWLresources/projectdocs.html
Unless someone has strong objections, I propose that we follow Plan A
and get on with the "mind work" we're all interested in. I really
appreciate Keith's efforts, and I've urged him privately to be a
leader in this work. We really need his experience.
If you missed his comments about "lessons learned" from his previous
involvement with such projects, see:
http://www.middleweb.com/MWLresources/projectkeith1.html
-----------------------------------------------------------------------------------------
John
I am for sticking with Plan A just because I for one am feeling very
overwhelmed. Today was the last day of the school year, a hard school year.
I
know that I want to revitalize professionally, I have to. it is important
for me
to read Understanding by Design, figure out how to use the handbook , probably
order the CD, and definitely join the listserv.
I also would like to read the new Donald graves book, The Energy to Teach
I am a MAc person all the way. I use Appleworks, I can translate word documents
using Mac Link. I think I have even figured out how to send a Word user
a file
so that it can be translated. I am only using Netscape here at home. At
school I
have either option.
I want to thank Keith for his work, I hope he will continue to move us gradually
into this type of work. I am feeling very proud of myself that I sent Brenda
some photos that I had scanned in. Thanks Brenda for posting those.
well that's what I think right now. it might be a bit different after I
have my
room cleaned, my ordering done and summer is really here, but that is me
for now
Kathy from Vermont
-----------------------------------------------------------------------------------------
Date: Tue, 12 Jun 2001 20:56:46 -0400
From: Deborah Bambino <dbambino@mail.phila.k12.pa.us>
Subject: Re: [MWprojects] INTRANET? OR PLAN A?
>After reading everyone's comments about Keith's prototype site at
>intranets, I detect some unease about the technical prowess that might
be
>needed to negotiate it.
Thanks John and Keith,
Things were moving a bit too fast for me. I definitely want to
learn from Keith's experience(s), but felt pretty overwhelmed by the
addition of alternate sites and responsibilities.
Maybe once we get a bit more experienced we can have a
tutorial of sorts to learn about the other options which Keith mentioned.
For now, I'm wondering if we can settle on our overarching
question and the book(s) we plan to chat about this summer. Here's my stab
at the question: How does conflict contribute to the process of change?
In terms of reading, I'm interested in pursuing the
"Understanding by Design" work through articles and the website,
which I
subscribed to last week. The book I'd like to propose that we read is
"Beyond Heroes and Holidays, a Practical Guide to K-12 Anti-Racist,
Multicultural Education and Staff Development." The book is a series
of
essays and articles that would allow folks to come in and out of the
conversation as their interests and time would allow. I'm also feeling like
a lot of our issues around student motivation, management etc. could be
positively explored through the lenses of diversity and equity.
Deb
-----------------------------------------------------------------------------------------
From: "Anne Jolly" <jolly61@home.com>
Subject: Re: [MWprojects] INTRANET? OR PLAN A?
Date: Tue, 12 Jun 2001 20:42:08 -0500
Reply-To: MWprojects@NS.SREB.ORG
John's proposal makes sense to me - it's always less confusing to stay with
one site. I vote for plan A so that we'll be sure to keep people focused
on
MiddleWeb and the listserv.
Anne
-----------------------------------------------------------------------------------------
From: Shighley@aol.com
Date: Wed, 13 Jun 2001 00:36:25 EDT
Subject: Re: [MWprojects] change
There are a lot of "fun" things that go along with change, as
well. One of
my teams (I've been on several by now) used change as a theme (we used WINGS
as our symbol). Some things I did included videotaping all students as they
participated in a partner lab at the beginning of the year, then showing
it
the last day of school. Also, students measured their height (in cm of
course) once each month, and we created spreadsheets and graphs. And, it's
a
natural tie in to have students compare written items (can be from any
subject) in a portfolio to see progress throughout the year. Every student
experienced a feeling of achievement, and we had some interesting discussion
questions about how they had changed over the course of the year.
I have some leads to investigate re: brain research that I already had,
plus
some I received from John and Deb. I just finished teaching a two-day class,
and am taking one the next two days. I am looking forward to "just
being a
student" for a change.
Susie Highley
shighley@aol.com
Science Teacher soon to be Media Specialist
Indianapolis
-----------------------------------------------------------------------------------------
From: "Keith Mack" <kmack@mackzone.com>
Subject: RE: [MWprojects] INTRANET? OR PLAN A?
When I work on projects with remote teams, we usually develop a "drop"
or
place to deposit documents for people to look at. Maybe some of you do this
with your school curricular or grade level teams?
For your work to be effective, there has to be a server somewhere
that will allow everyone to access team documents, announcements, etc. We
obviously can use the Middle Web server for this. FYI - I'm probably going
to keep the mackzone@intranets up for a while, as I'm curious if service
improves when they go to a fee schedule. Feel free to keep using it as long
as it is up.
Keith Mack <kmack@mackzone.com>
Educational Consultant and Web Design
The MackZone http://www.mackzone.com
Journey America http://www.journeyamerica.org
NOTE FROM JOHN: We will post our documents for the project at:
http://www.middleweb.com/MWLresources/projectdocs.html
-----------------------------------------------------------------------------
June 13
From: "Marsha Ratzel" <marsha_ratzel@hotmail.com>
To: MWprojects@NS.SREB.ORG
Subject: Re: [MWprojects] Sign me up
I can't tell what we'll be deciding in the next few days, but I am going
to be out of town until June 21st. So please, don't forget that I want to
participate.
I teach math and science currently---taught social studies forever before
that. So anything along those lines would be great. I'm also a tech nerd
for my district, so I can help along those lines as well. I would be willing
to do whatever benefits the group the most, so assign me to whatever, if
you decide on these jobs while I'm gone.
I'm off to co-lead a group of teachers who are learning geology in the field.
We are taking a 23 4-11th grade teachers in the Red Rock area south of Salt
Lake City. Hopefully, they'll catch the spirit of geology, because it "rocks".
ha,ha, ha....... And the excitement of doing science rather than reading
about it. So I'll be contemplating change as I hike along and sleep under
the stars for the next week and a half.
See you when I get back. I'm anxious to find out what direction we've chosen
to take. Bye for now.
Marsha
-----------------------------------------------------------------------------------------
From: "Anne Jolly" <jolly61@home.com>
To: <MWprojects@NS.SREB.ORG>
Subject: Re: [MWprojects] change
I love Susie's idea of using wings to symbolize change! Change is what drives
progress - let's us release our creative energies and talents and soar!
As far as the change unit goes (have we for sure decided on change as our
theme?), I can see lots of possibilities. Change is certainly a cross-cutting
theme, since in change one area drives change in another.
There is one thing that - as a "science person" I'd like to see
happen. Change can be good or bad, depending on the ethics of people. Take
biogenetics for example. The changes being driven by this field of study
(predictions are that we will have the first human clone by 2002 - if we
don't already) are truly mind-boggling in their implications. Ethics is
an important part of change and one that society is just now beginning to
address. I think that this unit would provide an opportunity to interject
plenty of "character" education" in the form of ethical thinking. As
part of the unit, maybe the kids could design a future (no more than
ten years from now) based on what we know is happening now, make informed
predictions about the implications on society, schooling, etc. and look
at ways to address the inevitable issues that will arise.
Just a thought -
Anne
-----------------------------------------------------------------------------------------
From: Deborah Bambino <dbambino@mail.phila.k12.pa.us>
Subject: Re: [MWprojects] change
Sender: MWprojects-owner@NS.SREB.ORG
Reply-To: MWprojects@NS.SREB.ORG
Hi,
I hope we examine the "conflict" as well as the change part of
the idea. I'm thinking of lots of conflict/change connections to science,
social studies and literature. I'm thinking of conflicting air masses, crustal
plates etc.
Should we begin by exploring our thinking about the relationship and then
look at standards and concepts/skills we might be teaching...?
Deb
-----------------------------------------------------------------------------------------
From: "Anne Jolly" <jolly61@home.com>
To: <MWprojects@NS.SREB.ORG>
Subject: Re: [MWprojects] change
Date: Wed, 13 Jun 2001 10:29:08 -0500
X-Priority: 3
Sender: MWprojects-owner@NS.SREB.ORG
Reply-To: MWprojects@NS.SREB.ORG
Deb,
Sounds like a good approach to me. I think I'm on a different wavelength
with the concept of "change" and I want to get aboard.
Anne
-----------------------------------------------------------------------------------------
JEAN WROTE:
Bob, who loves to make lists,
Maybe the first step would be to simply post ideas. If one of us (Bob,
who loves to make lists - or someone else) compiled them, then we'd have
a place
to start.
Jean
AND JOHN REPLIED:
Jean... I don't think Bob is on this projects list. (oh, dear, more confusion.)
But I volunteer and will post the results at a MiddleWeb link.
Meanwhile, I've started posting the Projects List conversation here:
http://www.middleweb.com/MWLresources/projectdigest.html
and will try to update it at least once a day and more when i can.
John
-----------------------------------------------------------------------------------------
Anne...
Don't worry, the more wavelengths the merrier, nothing has been decided
yet. I'm wondering if we should start with some type of brainstorm...
Deb
-----------------------------------------------------------------------------------------
Let's do the brainstorm thing, Deb! What's the initial question
(or response generator) going to be? Maybe we can develop an online
brainstorming protocol that we can use and refine in the future.
Anne
-----------------------------------------------------------------------------------------
Hi,
I don't know of a protocol, but maybe someone else does...? Unless we hear
from someone by tomorrow, why don't we take a crack at it? I'll think about
it tonight, but my initial reaction is that we should probably just start
with "Conflict & Change" and treat it as a "Chalk Talk"
where we all just post responses in the form of questions, comments etc.
without deleting previous entries and then after a couple of days...we can
look for patterns and potential areas to go deeper.
Deb
-----------------------------------------------------------------------------------------
From: "Keith Mack" <kmack@mackzone.com>
To: <MWprojects@NS.SREB.ORG>
Subject: RE: [MWprojects] change
I don't think there is any certain protocol. Several ideas have been tossed
around. When I've done the overarching question thing. I found it much more
powerful in a group setting (especially if you're meeting face-to-face).
As
noted the objective of the brainstorm is for the group to come up with a
question that will work for all (almost all?) disciplines. So as you mull
over ideas you might ask how it could be integrated into social studies,
math, science, arts, etc.
This is where a bulletin board approach works well - ideally we could go
in
and see suggestions and then attach a little "sticky" with some
suggested
changes. E-mail does get messy as a small group can quickly overwhelm with
ideas (especially this small and very creative group). But it will have
to
be a bit chaotic for a while until we finalize.
Keith Mack
-----------------------------------------------------------------------------------------
From: MWprojects-owner@NS.SREB.ORG
Sent: Wednesday, June 13, 2001 9:56 AM
To: MWprojects@NS.SREB.ORG
Subject: Re: [MWprojects] change
Let's do the brainstorm thing, Deb! Fascinating idea - an online
brainstorming session! Is there a existing protocol for online
brainstorming? Seems to me that we need some structure to the process -
we've been throwing ideas around for a week Do we need a facilitator to
make sense of the ideas and guide the process? What's the initial question
(or response generator) going to be? Maybe we can develop an online
brainstorming protocol that we can use and refine in the future.
Anne
-----------------------------------------------------------------------------------------
JOHN posted this list of "change ideas so far"
DEB WROTE: For now, I'm wondering if we can settle on our overarching question....
Here's my stab at the question: How does conflict contribute to the process
of change?
THEN SUSIE WROTE: There are a lot of "fun" things that go along
with change, as well. One of my teams (I've been on several by now) used
change as a theme (we used WINGS as our symbol). Some things I did included
videotaping all students as they participated in a partner lab at the beginning
of the year, then showing it the last day of school. Also, students measured
their height (in cm of course) once each month, and we created spreadsheets
and graphs. And, it's a natural tie in to have students compare written
items (can be from any subject) in a portfolio to see progress throughout
the year. Every student experienced a feeling of achievement, and we had
some interesting discussion questions about how they had changed over the
course of the year.
THEN ANNE WROTE: I love Susie's idea of using wings to symbolize change!
Change is what drives progress - let's us release our creative energies
and talents and soar! As far as the change unit goes, I can see lots of
possibilities. Change is certainly a cross-cutting theme, since in change
one area drives change in another.
There is one thing that - as a "science person" I'd like to see
happen. Change can be good or bad, depending on the ethics of people. Take
biogenetics for example. The changes being driven by this field of study
(predictions are that we will have the first human clone by 2002 - if we
don't already) are truly mind-boggling in their implications. Ethics is
an important part of change and one that society is just now beginning to
address. I think that this unit would provide an opportunity to interject
plenty of "character" education" in the form of ethical thinking.
As part of the unit, maybe the kids could design a future (no more than
ten years from now) based on what we know is happening now, make informed
predictions about the implications on society, schooling, etc. and look
at ways to address the inevitable issues that will arise.
THEN DEB WROTE: I hope we examine the "conflict" as well as the
change part of the idea. I'm thinking of lots of conflict/change connections
to science, social studies and literature. I'm thinking of conflicting air
masses, crustal plates etc. Should we begin by exploring our thinking about
the relationship and then look at standards and concepts/skills we might
be teaching...?
ANNE REPLIED: Sounds like a good approach to me. I think I'm on a different
wavelength with the concept of "change" and I want to get aboard.
SOME EARLIER COMMENTS ABOUT THE "CHANGE" IDEA:
AMY: I really like the one focused on change (How does change create conflict?)
and agree with Ellen that Language Arts will have lots of things to contribute.
ANNE: Change also creates progress - in fact it's the only way to generate
progress. For the record, I'd like to focus on Making Change Happen and
then bring out the conflict idea as a facet of the change process. Change
is certainly a common theme among all the disciplines.
KEITH: (When we did a unit on this), We didn't focus on conflict as meaning
disagreement more like the resolution, of discord into harmony in music.
There's a saying that I've heard: "You can have change without improvement,
but you can't have improvement without change."
So a couple possible questions might be (these need a lot of work so add
please your ideas): How and why do we decide to make changes? What are the
influences that affect change? How can we determine if change good or bad?
How doe internal and external conditions affect change?
ELLEN: Another couple of questions that come to mind are: Is change inevitable?
Is it possible NOT to change? What are the repercussions of change?
MARSHA: When I've thought about helping my building design yearly instruction
we have focused on broad topics that fit into all curricular areas. For
example; Cycles, Changing, Moving, Metamorphasis, Transformation, Building,
etc.
The year we did Transformation you can imagine all the excellent topics
that were discussed---how the world was transformed physically, politically,
socially, culturally, mathematically, scientifically, and so on. Then we
scaled it down to how our country was transforming in each of those ways.
And finally how each person was transforming. We decided to go world to
individual rather than the other way around because we thought middle schoolers
were already so focused on themselves that they could better consider their
transformation once they had broadened their view a bit.
LAURIE: I've always thought that "Cause and Effect" would be an
interesting theme to work on with students this age. My middle school actually
used the theme many years ago in our first attempt at integration, with
some moderate success. We really didn't know much about integrated planning
at the time.
BRENDA: A topic like "change" or "wonder" or "perseverence"
would relate to classrooms in North Carolina, Montana, Alberta, Australia
etc. and all grades to boot. It would also relate to all subject disciplines
as well.
KATHY: I was thinking about bridges as a possibility in a global sense,
bridges between.....change also appeals to me.
-----------------------------------------------------------------------------------------
Date: Wed, 13 Jun 2001 16:51:49 -0500
From: Ellen Berg <ellen@accessus.net>
Subject: [MWprojects] Re:change
Reply-To: MWprojects@NS.SREB.ORG
Two other questions that came to me are:
What if nothing ever changed?
What purpose does change serve?
Ellen
-----------------------------------------------------------------------------------------
From: "Beverly Maddox" <bmaddox1@mindspring.com>
Subject: Re: [MWprojects] Book to read/discuss
Date: Wed, 13 Jun 2001 16:57:45 -0500
Reply-To: MWprojects@NS.SREB.ORG
Deb's suggestion to look at some of our "issues" through the lenses
of
diversity and equity resonates with me. I've been working with several
teachers this week planning an hourlong orientation to the reading writing
format we use and planning a "new teacher packet" for first year
teachers.
A couple of us began discussing the perceived differences in student
expectations among teachers. We pussy-footed around the topic for a bit,
then one teacher stiffened her spine and said, "It's a racial thing,
pure
and simple. Black kids aren't held to as high standards and it's not
right." She did not state this was an overt situation, no that teachers
were acting consciously out of overtly racist attitudes and practices.
Quite a bit of discussion ensued, and for some of the white teachers, the
concept of benign racism was strartling, but we could recognize ourselves.
The Little Rock District has some overlays of court-ordered desegregation
and goals for improving student achievement we haven't met, but I think
other districts have similar pockets of discriminatory expectations based
on
generalizations about this or that group--it's more of a class issue in
my
eyes, but I returned to teaching after years working in the war on poverty,
so I'm a bit biased, I'm sure. So, will a discussion around the book Deb
mentioned illuminate this ("Beyond Heroes and Holidays, a Practical
Guide to
K-12 Anti-Racist,
Multicultural Education and Staff Development.")? Is or is not this
a
similar problem? Change in
educational institutions has happened as an outgrowth of conflict here in
Little Rock, but whether it's predominantly positive is debatable.
I'd like to participate in guided discussion around this theme. Of
course, I'm also intrigued by the possibilities in an Understanding by
Design conversation.
-----------------------------------------------------------------------------------------
From: Lustach@aol.com
Date: Wed, 13 Jun 2001 18:28:17 EDT
Subject: Re: [MWprojects] change
Reply-To: MWprojects@NS.SREB.ORG
In a message dated 6/13/01 12:52:49 PM Eastern Daylight Time,
jolly61@home.com writes:
<< Let's do the brainstorm thing, Deb! Fascinating idea - an online
brainstorming session! Is there a existing protocol for online
brainstorming? >>
I must admit to feeling really out in left field right about now. I am
looking forward to interaction and challenge during the summer, but right
now
I'm still in school (for another week!). Because of that, I don't always
get
to read the list everyday - and boy what a difference that makes! If you
miss one day, you can miss a whole train of thought. Case in point, what
"brainstorming thing" are we talking about?
Linda in Maine
-----------------------------------------------------------------------------------------
>Our schools are still open too, so I can relate. I suggested that we
>brainstorm about the topics/theme of conflict & change as a way
to begin
>our process around the project.
Deb
-----------------------------------------------------------------------------------------
Date: Wed, 13 Jun 2001 15:54:07 -0700 (PDT)
From: Susan Meisels <smeisels@yahoo.com>
Subject: Re: [MWprojects] list of change ideas so far
Reply-To: MWprojects@NS.SREB.ORG
I also received the same message and could not
decipher it. John, if you could send it again, it's
probably a very important piece at this point in our
take-off to brain-storming.
I am a relatively new addition to this list and have
been a quiet contributor so far. I am excited about
this project because I have never been involved in a
curriculum project that has a big picture. I live for
the big picture. As a science and math teacher (and
who knows what else next year, I'm currently without a
position) I find the topic of change facinating, it
can be incorporated in so many ways.
I'm going to agree that change should be the
overriding theme and conflict come up as a subtopic.
Some questions:
What change occurs to systems that are left
undisturbed (ie, ecosystems)?
What happens to a system that has had a very small
change (ie, one word/letter/number in a computer
program)?
Also Deb mentioned something about student motivation.
What a great subject to include in the theme of
change.
Susan Meisels
Montreal, Quebec
-----------------------------------------------------------------------------
June 14
From: Melba Smithwick <melbayvette@yahoo.com>
Subject: Re: [MWprojects] MWproject
Reply-To: MWprojects@NS.SREB.ORG
Anne wrote:
I love Susie's idea of using wings to symbolize
change!
I like this idea also and our theme song can be "Wings
Beneath My Feet". I think that is the title. It is
played at weddings, celebrations etc. I keep meaning
to purchase the sheet music for it, but haven't. That
is why I am not sure of the title. Well, anyway, I
thought that if we go with "wings" this song would be
perfect. What do y'all think?
Melba
__________________________________________________
From: Melba Smithwick <melbayvette@yahoo.com>
I have noticed that many have made specific ties to
the courses they teach and how it can be applied to
our topic. Since I haven't seen any math (or maybe
I've missed it) I thought I would take a stab at it.
Change in math a la standards:
* changing fractions to decimals to percents and back
* measurement conversions
* renaming fractions
* regrouping in subtraction
* repeating and terminating decimals
Change in teaching from traditional (Madaline Hunter)
to Standards-Based
* the growth in the students as they become
independent learners
* students writing in math class verses just short
answer sentences.
There are many more topics/objectives that will apply
to "change" in math. Conflict works well into this
also. When students learn a new concept, we always
analyze errors and take note of the pitfalls/conflicts
that contributed to their errors.
Music: the students are monitored on their progress,
concerts are given when the band, piano, orchestra,
choir, guitar class etc. is ready to show off their
progress.
foreign languages/ESL/Bilingual education- change is
noted when the students are able to read, write, and
communicate effectively in their second language.
Melba
__________________________________________________
From: bivey@k12s.phast.umass.edu (Bill Ivey)
Subject: Re: [MWprojects] MWproject/change
Reply-To: MWprojects@NS.SREB.ORG
At 16:39 6/14/01, Melba Smithwick wrote:
>Music: the students are monitored on their progress,
>concerts are given when the band, piano, orchestra,
>choir, guitar class etc. is ready to show off their
>progress.
>
>foreign languages/ESL/Bilingual education- change is
>noted when the students are able to read, write, and
>communicate effectively in their second language.
Hi!
Yes, and brainstorming on...
Music itself is change... a melody moves from one note to the next, chords
change in the harmonic background, and rhythm itself shifts, sometimes
subtly, as in African drumming, sometimes abruptly, as in Stravinsky's
"Rite of Spring." Music History, too, is rife with change, whether
shifts
in focus from classical period to the next, or for that matter new wave
as
an antidote to disco.
As for languages, there is the subtle shift in accents as you move from
region to region which may eventually lead to a shift in language. In some
ways French spoken in the Aquitaine region sounds more like Spanish to me
than like the French spoken in Alsace which bears inflections and
influences of nearby Germany. There is the more obvious theme of change
in
the history of a culture which speaks a language, which certainly may be
handled in a foreign language class. And there is the evolution of the
language itself, which I often speak of with my students - how irregular
verbs became so because they were used so often ("to be" is the
most
irregular verb in most languages, closely followed by "to have,"
"to do"
and "to go"), how spoken language became written and conventions,
sometimes
arbitrary, were imposed, how a grammar point which once seemed important
is
disappearing from the language before our very eyes, how vocabulary is
modified through time.
Oh, and the various service committees and projects and deeds students
carry out which bring on positive changes in the world...
Eep. Where did all that come from?! Time to move on and let my subconscious
take over the brainstorming.
Take care,
Bill Ivey
Pine Cobble School, 163 Gale Road, Williamstown, MA 01267
__________________________________________________
Date: Thu, 14 Jun 2001 22:52:04 -0400
From: Deborah Bambino <dbambino@mail.phila.k12.pa.us>
Subject: Re: [MWprojects] MWproject
>I like this idea also and our theme song can be "Wings
>Beneath My Feet".
Do you mean the Bette Midler song? If so, it's "Wind Beneath My Wings",
a
beautful song, but you wouldn't want to hear me sing it... : -)
Deb
__________________________________________________
From: "Anne Jolly" <jolly61@home.com>
Subject: Re: [MWprojects] MWproject/change
There's also lots of change themes within science. Seasonal changes.
Changes in states of matter. Chemical changes. Changes in the body in
reaction to specific stimuli. I would have extraordinary difficulty in
thinking of some science theme not related to change, in fact!
The specific idea of conflict also would easy to tie in. Warm front meets
cold front. Inertia vs momentum. Density columns where oil, water, alcohol
and other substances meet. Viruses and human cells. On and on . . .
Explain to me again how we are going to address conflict here - Change
causes conflict? Conflict produces change? Can't have one without the
other? What's our thematic statement?
Anne
----------------------------------------------------------------------
June 15
From: Deborah Bambino <dbambino@mail.phila.k12.pa.us>
Subject: Re: [MWprojects] MWproject/change
Reply-To: MWprojects@NS.SREB.ORG
At 10:17 PM 6/14/01 -0500, you wrote:
>Explain to me again how we are going to address conflict here - Change
>causes conflict? Conflict produces change? Can't have one without the
>other? What's our thematic statement?
My approach to brainstorming would be to just have everyone list all the
possibilities to see what emerges before deciding on the statement. I
thought we'd get started in earnest on Monday because a number of folks
are
still closing their schools.
I had also suggested that we use a "Chalk Talk" approach where
folks could
just list a question(s) or comment(s) without even writing whole
statements. If we all just add to the list and copy, we could see what
everyone was thinking... For example, I had been looking at conflict as
a
precipitant of change, but based on a few responses, I'm now looking at
the
role of change as a cause of conflict as well.
Deb
---------------------------------------------------------------------------------
Date: Fri, 01 Jan 1904 07:30:36 -0600
From: Ellen Berg <ellen@accessus.net>
Subject: Re: [MWprojects] MWproject/change
Reply-To: MWprojects@NS.SREB.ORG
> Change causes conflict? Conflict produces change? Can't have one without
the
>
> other? What's our thematic statement?
Anne,
To me, change and conflict are kind of like the chicken and egg debate.
Sometimes change comes first, usually when we are being acted upon (like
when
my parents went on a vegetarian kick when I was younger, and I only ate
potatoes and corn!), and that creates conflict. Other times we are dealing
with conflict from without or within, and that creates a change within us--like
me striving to learn how to become better organized because it's difficult
to
be a teacher without that life skill. The more I think about change and
conflict, the more interrelated I see them.
I am really looking forward to exploring change within the context of a
novel...there are so many possibilities to deeply examine plot structure
within
the framework of change and conflict.
Ellen
---------------------------------------------------------------------------------
Date: Fri, 15 Jun 2001 09:06:09 -0500
From: Etheridge Family <etherida@hiwaay.net>
Subject: Re: [MWprojects] MWproject/change
I've jotted down some English class ideas below.
*how and why the English language changes - including slang, acronyms,
using product names, etc.
*dialect - do people change speech patterns to fit the region
*word change games (sometimes called word trails)
*character changes - reasons for chang, acceptance of change...
*just a few examples:
Freak the Mighty - friend dies, changes his attitude about himself
True Confessions of Charlotte Doyle - changes in herself, attitide
of the crew, how her changes create internal conflict and conflict
with her family
Call of the Wild - changes in the dog as he goes back to the wild
Bud, Not Buddy - how the boy has to change when he lives in
different situations - with his own mother, in a group home, in foster
homes, when he finds his grandfather
Christmas Carol - how and why Scrooge changes
*kinds of characters (dynamic/static, round/flat, major/minor)
*persuasive writing - persuading someone to change
*personal narrative/journal entry - write about something you have
changed or would like to change about yourself
*write about how a change in your life has affected you (moving, new
family member, new house or neighborhood)
*poetry - about metamorphosis in animals? seasons
*quotes about change
http://www.cyber-nation.com/victory/quotations/subjects/quotes_change.html
*write how-to paper - change something concrete - lightbulb, tire,
screensaver
*expository writing - how will computers change your life in ten, twenty
years
what will you change when you ...
Jean
---------------------------------------------------------------------------------
From: Ellen Berg <ellen@accessus.net>
Along with Jean's great ideas, within the context of writing, how about
looking at the writing process? How and why your drafts change as you
rethink and rewrite?
Ellen
-------------------------------------------------------------------------
From: Lustach@aol.com
Subject: Re: [MWprojects] change
In a message dated 6/13/01 9:50:58 AM Eastern Daylight Time, jolly61@home.com
writes:
<< As part of the unit, maybe the kids could design a future (no more
than
ten years from now) based on what we know is happening now, make informed
predictions about the implications on society, schooling, etc. and look
at
ways to address the inevitable issues that will arise. >>
This sounds interesting! This would challenge the students to seriously
look
at what is possible and what both the positive and negative implications
could be. As a health teacher, I can think of many topics that would fit
-
nutrition (genetically altered foods and engineered foods), diseases
(possible cures), the human body (man-made replacement parts), consumerism
(what will our health insurance system look like? will we move toward
socialist medicine?), substance use and abuse (will our society decide to
effectively pressure tobacco companies so that young people aren't lured
into
a life of addiction). Boy I could go on and on.
Linda in Me
-------------------------------------------------------------------------
Date: Fri, 15 Jun 2001 19:24:30 -0700 (PDT)
From: Nancy Long <long301@yahoo.com>
Subject: Re: [MWprojects] change
Reply-To: MWprojects@NS.SREB.ORG
--- Anne Jolly <jolly61@home.com> wrote:
> I love Susie's idea of using wings to symbolize change!
> Change is what drives progress - let's us release our
> creative energies and talents and soar! As far as the
> change unit goes (have we for sure decided on change as
> our theme?), I can see lots of possibilities. Change is
> certainly a cross-cutting theme, since in change one area
> drives change in another.
In the Earth Systems Science I am currently taking (amazing
stuff!), we are finding out how data is collected via
satellite to measure changes is Earth systems and to
quantify that change. We started by measuring the beach
zones along 60 miles of Padre Island. We are mapping our
data and will then predict from that how long the island
has been in its current state of stability, how long it
will take it to migrate to the mainland, etc. I'd like to
see our interdisciplinary unit include some activities that
quantify change in Earth systems, since it affects all of
our lives and will continue to affect all future
generations. Maybe we could choose something that covers
all geographic areas, such as water.
I'm eager to get started--I'll be out of contact for the
first three weeks in July, and like Marsha, I want to get
as much done as possible in the time available.
Nancy Long
-------------------------------------------------------------------------
From: Nancy Long <long301@yahoo.com>
Subject: Re: [MWprojects] How to begin
Reply-To: MWprojects@NS.SREB.ORG
--- Deborah Bambino <dbambino@mail.phila.k12.pa.us> wrote:
>
> Hi,
> I hope we examine the "conflict" as well as the
> change part of the
> idea. I'm thinking of lots of conflict/change connections
> to science, social studies and literature. I'm thinking
of
> conflicting air masses, crustal plates etc.
> Should we begin by exploring our thinking about the
> relationship and then look at standards and
concepts/skills > we might be teaching...?
Is everyone's science curriculum aligned in some measure
with the National Science Education Standards? Maybe we
could correlate to those.
Content Standard B addresses properties and changes of
properties in matter, motions and forces, and transfer of
energy.
Content Standard D addresses structure of the Earth system,
Earth's history, and Earth in the solar system.
What do you guys think? Is this a good starting place?
Nancy Long
-------------------------------------------------------------------------
From: "Anne Jolly" <jolly61@home.com>
This certainly works for me, Nancy! I imagine nearly all states have
aligned with the National Science Standards by now. Alabama has, and has
just come out with a new State Science Course of Study.
Anne
----------------------------------------------------------------------
June 16
From: SKosmoski@aol.com
Date: Sat, 16 Jun 2001 07:30:11 EDT
Subject: Re: [MWprojects] change
Nancy--
I am currently taking a course on river systems and the steps we are taking
to protect the system. Specifically, we are studying the Hillsborough River
system here in Florida. The history of the change in the watershed is
incredible. Most of what was once river bed is now populated! Because of
the
severe drought we are experiencing, people seem to think the river will
never
return.
The Southwest Water Management System is doing everything in its power to
educate people on the changes that the river can make. Everything from
prescribed burnings of the pine flatwoods around the river basin to the
colonies of wildlife that populate the cypress domes.
Our task these two weeks has been to trace the history of the river, see
the
patterns along the river bank and determine where we are in the cycle so
we
can make predictions about the next 100 years. It has been a fascinating
study. We have even looked closely at frog migration patterns--we have seen
two treefrogs that have migrated into the habitat from Cuba in the last
two
years.
We are also looking for novels (other than the Missing Gator of Gumbo lumbo)
that take place in Florida or a river community that we can use as part
of
our study for kids. Any suggestions?
Mary Anne
-----------------------------------------------------------------------
Date: Sat, 16 Jun 2001 07:31:30 -0700 (PDT)
From: Nancy Long <long301@yahoo.com>
Subject: Re: [MWprojects] change in local systems
Reply-To: MWprojects@NS.SREB.ORG
--- SKosmoski@aol.com wrote:
> Nancy--
> I am currently taking a course on river systems and the
> steps we are taking
> to protect the system. Specifically, we are studying the
> Hillsborough River
> system here in Florida. The history of the change in the
> watershed is incredible.
> We are also looking for novels (other than the Missing
> Gator of Gumbo lumbo)
> that take place in Florida or a river community that we
> can use as part of our study for kids. Any suggestions?
Mary Anne, I bet every teacher in this project can think of
some local issue similar to the one your class is studying.
That sounds like a real strong thread to pursue.
What does everyone else think about dveloping a macro-unit
with the science component based on change in
geological/water systems, within which we could embed our
micro-unit on local system changes?
As for literature tie-ins, I am not up on Florida
literature specifically, but our local library has a whole
roomful of archives on our area dating back to the early
1800s. See if yours does too. Also, maybe if you went back
to some of the writings about Osceola and the Seminole
people (or whoever lived in your area), you'd find
biographies or other stories that tell about what the
rivers were like at that timeand how the people's lives
intertwined with the changes in the river.
Nancy Long
-----------------------------------------------------------------------
From: "Beverly Maddox" <bmaddox1@mindspring.com>
Subject: Re: [MWprojects] River novels
Mary,
Let a River Be_ by Betty Sue Cummings setting is a river in Florida,
feeding the Everglades. My copy is packed away at school, or I'd checkt
o
be sure. My spouse andI argrued this morning whether the river was the
Suwanee (I thought so) or the Everglades. I now think it is the latter,
too.
Jean Craighead George wrote another novel about a young woman who goes
on a water trip around the everglades as a rite of passage thing, learning
all sorts of stuff about rivers and swamp life. Your children's librarian
there in Tampa or St. Pete should be able to find it for you if your school
librarian is not available. By the way, Carol Fiore is the name of the
Children's Services Coordinator at the Florida State Library in Tallahassee,
and she could be a resource person for you if you can't be helped with
referrals at the local level.
I can think of several adult novels set on rivers in Florida that helped
me
understand the river "culture" there, but adult situations (adult
situations
as well as sex and violence and language) make them inappropriate for middle
school.
By the way--I used to teach at Spring Hill, just north of you, and later
at
FSU's lab school. How I miss the Vietnamese restaurants and the Tampa
Theater!
-----------------------------------------------------------------------
From: MAMASWIRLZ@aol.com
Date: Sat, 16 Jun 2001 14:30:56 EDT
Subject: Re: Re: [MWprojects] change
I have been lurking in the background since the project discussion started.
But when the question of Rivers came up, I knew it was time to join. We
have
a grant to study the Hudson River. We have included river study from the
scientific point of view (water testing at different points, looking at
the
water under the microscope, etc.) Also Poetry (reading and writing.....2
chapbooks) and history (NY history is closely tied to the Hudson).
When I checked who was studying rivers, it was no other than Mary Anne,
who
will come to NY this summer to study at the Bronx Zoo. And we had already
decided to meet for dinner.
I like the idea of the "Change". Could we add a component on consequences.
I have been thinking/worrying a lot about some young men in my school who
are
making poor choices. In discussing this issue with my 20 year old daughter
she felt that many young men have no sense that there will be consequences
for them in the poor choices they make (It won't happen to me!) What do
you
think?
Naomi
-----------------------------------------------------------------------
From: bdyck@highwired.com
Date: Sat, 16 Jun 2001 17:54:41 -0600
Subject: [MWprojects] "Change" Song
In addition to Susie's suggestion of "The Wings Beneath Your Wings"
I'd like to also suggest
"I Believe I Can Fly".- Brenda
Here are the words:
I used to think that I could not go wrong
And life was nothing but that an awful song
But now I know the meaning of true love
I'm leaning on the everlasting arms
If I can see it, then I can do (be) it
If I just believe it, there's nothing to it
I believe I can fly
I believe I can touch the sky
I think about it every night and day
Spread my wings and fly away
I believe I can soar
I see me running through that open door
I believe I can fly
I believe I can fly
(Oh) I believe I can fly
See I was on the verge of breaking down
Sometimes inside us, it can seem so long
There are miracles in life I must achieve
But first I know it starts inside of me
(repeat 2, 1)
-----------------------------------------------------------------------
Date: Sat, 16 Jun 2001 17:29:21 -0700 (PDT)
From: Melba Smithwick <melbayvette@yahoo.com>
Subject: Re: [MWprojects] [MWprojects DIGEST]
Reply-To: MWprojects@NS.SREB.ORG
If we tie this unit to one novel, then we are limiting
ourselves and maybe even eliminating some core
subjects like math. Is there a way to keep it general?
We must also maintain academic rigor and be able to
adapt it to all grade levels. Please remember that
sixth graders are also at the middle school campuses
in some school districts.
Melba
-----------------------------------------------------------------------
From: bdyck@highwired.com
Date: Sat, 16 Jun 2001 18:26:17 -0600
Subject: [MWprojects] Change Ideas
Here are some change ideas that might translate into an interesting writing
assignment:
Change Agents (Are we....? How can we be...? Characteristics of people who
are change
agents....)
Change the World
And here is a change quote from Margaret Wheatley:
"Organizational change is a dance not a forced march."
Change is not necessarily chaos, but chaos is always change.
Take a look at this article on the Chaos of Change (its positive not negative
as one might
expect):
http://www.renardinternational.com/report/chaos.html
Brenda Dyck
---------------------------------------------------------------------------
From: bdyck@highwired.com
Date: Sat, 16 Jun 2001 18:33:06 -0600
Subject: [MWprojects] Change: Consequences
Reply-To: MWprojects@NS.SREB.ORG
<Could we add a component on consequences. I have been thinking/worrying
a lot about
some young men in my school who are making poor choices.>
Naomi:
What a great topic for Middle School students. This might be the health
connectionwe need
for the project.
- Brenda
---------------------------------------------------------------------------
Date: Sat, 16 Jun 2001 20:44:33 -0700
From: KathleenA Renfrew <karenfrew@earthlink.net>
Subject: Re: [MWprojects] How to begin
Nancy Long wrote:
> Is everyone's science curriculum aligned in some measure
> with the National Science Education Standards? Maybe we
> could correlate to those.
Nancy and others,
As I think about change I can easily use the both of the standards
mentioned above. My first two science units are structures and measuring
time....
I am mostly lurking right now as I am sooo tired. I will be fine in a a
few days or so
KAthy from VT
---------------------------------------------------------------------------
Date: Sat, 16 Jun 2001 17:46:06 -0700 (PDT)
From: Melba Smithwick <melbayvette@yahoo.com>
Subject: Re: [MWprojects] [MWprojects DIGEST]
Reply-To: MWprojects@NS.SREB.ORG
Now, that I look at the correct title of this song and
read the title that I wrote well, the only character
that I have ever read about or seen a picture of with
wings beneath his feet was Hermes the messenger god.
That's pretty standard with songsand me, when I sing
(I don't do it well) I usually forget the words and
make them up. I guess the world is lucky that I
majored in instrumental music and not choral. :-)
----------------------------------------------------------------------
June 17
From: FourHacksUK@aol.com
Subject: Re: [MWprojects] How to begin
Hello,
I suppose I could be termed a lurker as well up to now. School ended on
last
Friday and I will be teaching one course in summer school starting 22 June.
I very much want to be a part of this project though, as I have been elected
team leader next year with our primary emphasis being on developing thematic
units. I want to do well and hope going through the process with you will
help me do a better job as a leader next school year.
Anita
Lakenheath Middle School -- Language Arts 7
--------------------------------------------------------------------
From: SKosmoski@aol.com
Date: Sun, 17 Jun 2001 13:16:43 EDT
Subject: [MWprojects] a piece to begin with? :)
Hi guys--
I've spent some time this morning working putting this idea into words--see
what you think--
We are beginning a study of change. I found the following quote in the novel
"The Missing Gator of Gumbo Lumbo" by Jean Craighead George. Although
it is
written about the Everglades in Florida, I think it stands as a frame for
systems of change in any ecosystem. In particular the last line that I quoted
becomes--"What changes has man created in our own ecosystem that has
changed
the environment--positively or negatively?
"James James put down his cup and opened a satellite map
of southern Florida.
I'll show you why," he said. "The view is from Lake Okeechobee
to the Florida
Bay. Before you lie 14,000 miles of levees and canals. Here we are."
He
pointed to LaPlaya and took another swallow of soup, then spread the map
on
the ground. "Look how Mother Nature's plan for the Everglades has been
tortured and diverted." He swirled his fingers over the maze of canals.
"Here's how it happened. The Everglades, which is really a slow river,
is so
rich with soil and nutrients that the Army Corps of Engineers was engaged
to
drain it for farmland below Lake Okeechobee." The map plainly showed
that
where once swampy river had flowed, there were now houses, towns and farms.
"To drain the river, the engineers built these canals going east to
the
ocean"--
"They built locks and dams, protected some areas as water conservation
areas
and eventually exposed this rich, black riverbottom. Sugar cane and other
crops were planted. As time went on, the crops were fertilized and sprayed.
Nutrients and chemicals came down the Everglades River around the hammocks
into the saw grass; and the river changed. Weeds grew in the nutrients and
choked out the fish. Birds died for lack of fish and the mammals disappeared.
I keep the map to remind me that man can't improve on a river. You change
one
thing and you change the whole eco-system."
It seems that paragraph could be used to frame the history of any naturals
system--the island system that became New York City--the river system that
became the Nashua Valley in MA (This change is illustrated in the book "The
River Runs Wild" by Lynne Cherry)--or the desert system that is now
Las Vegas.
Just Sunday afternoon thoughts--
Mary Anne
--------------------------------------------------------------------
From: Ellen Berg <ellen@accessus.net>
Subject: Re: [MWprojects] Starting place, unit issues
> If we tie this unit to one novel, then we are limiting ourselves and
> maybe even eliminating some core
> subjects like math. Is there a way to keep it general? We must also
> maintain academic rigor and be able to
> adapt it to all grade levels.
I agree that we shouldn't center the unit around one novel because it
does limit the other content areas. I thought the idea was to create a
general unit framework of deep principles regarding change while
creating specific activities/lessons/lists of resources that address
specific grade level and state standards. For example, while I may
choose to focus on using the novel, _Hatchet_ to look at changes in
characters, other LA teachers might contribute materials/lessons, etc.
using other novels or even other areas of LA such as writing or our own
reading processes. That gives all of us (and anyone else who views our
unit) a large number of suggestions of how to address the deep
principles behind change and allows us to choose those activities and
materials that are applicable to our district/state standards, content
areas, and grade levels.
I think we need to have our general framework in place before we get to
more specific issues related to specific content. Once the overall
framework/guidelines are in place, it will be easier for content areas
to collaborate and devise effective ways of addressing our deep
principles. Does that make sense?
Ellen
-----------------------------------------------------------------------------------------
June 18
Ellen Berg wrote:
I thought the idea was to create a
general unit framework of deep principles regarding change while
creating specific activities/lessons/lists of resources that address
specific grade level and state standards.
I agree with Ellen and I thought we were beginning in earnest today, in
the hopes that most members had closed school and were somewhat free to
focus on this process. In any case, here's my stab at a process for generating
conversation about the broad concepts. We can go back and plug in, or generate,
specific activities and resources after we've explored the concepts. Let's
avoid the need to share all our resources in every post so we have a chance
to share the bare bones, the essence of our ideas about "Conflict and
Change,"ok?
I'm going to post those two words in the center of this message, half way
down the page and you can respond at different places on the page without
deleting the comments of others. Please don't write across the page or we'll
lose the visual. I think this will work, but haven't tried it (Chalk Talk)
online before...it's powerful in meetings or classes. My kids loved it!)
Does change cause
conflict or is it the other
way around...?
creative dissonance...
Birth, germination, tectonics...
"Conflict/Change"
How does "difference" relate?
Do we change our ideas because
of conflict with new info & experiences?
If this process doesn't work for you, please respond or, if no one else
jumps in, I guess that will speak volumes, and we'll look for another approach.
Deb
---------------------------------------------------------------------------
Mary Anne Wrote about two books that I've used in my science classes: "The
Missing Gator of Gumbo Limbo" and "A River Runs Wild".
I love both these books and have used them many times. Let's zero in on
the ideas of change and conflict that we might explore with our students.
Would you suggest something like man-made change = consequences... and we
need to think ahead, think critically before making changes?
Deb
---------------------------------------------------------------------------
Deb,
The words came out, but all over the place, not in a way I could really
fill
in.
You also said "Would you suggest something like man-made change =
consequences... and we need to think ahead, think critically before making
changes?"
Maybe we could look at CHANGE AND CONSEQUENCE rather than change & conflict.
Conflict, of course, is a consequence of change and change a consequence
of
conflict, but we have a chance to highlight consequences for our middle
schoolers (especially the boys)
Naomi
---------------------------------------------------------------------------
From: "Keith Mack" <kmack@mackzone.com>
To: <MWprojects@NS.SREB.ORG>
Subject: RE: [MWprojects] Starting place, unit issues
We are still in school for a couple days. I've had trouble with my e-mail
Thursday and Friday last week so probably have missed a number of threads
and then gone all day Saturday.
I personally think this idea "change and consequence" is a winner.
What are
the consequences of change? How do/should we consider consequences of
change?
One of the marks of a great theme/question is how it can be applied to a
variety of subjects and situations. With our age group this could be used
as
a stepping-stone for looking at behavior issues and making good choices
-
finding the "win-win" path. We could draw this theme/question
into many
different forums.
One thing that I'm thinking about that students would be interested in is
the process of "changing the consequences". For example students
are warned
about improper dress during warm weather. Students do not make requisite
changes in wardrobe. Consequence is strictly enforced dress code. Students
complain of unfairness, but it does no good and brings about no change in
rules or enforcement of rule - nothing gets "changed". How can
we help them
to discover the ways to bring about changes they want? If we make a mistake
by not making a change, how can we affect the consequences? Positive changes
= Positive Consequences (I'm sure a scientist among us can disprove this
theory!).
keith
---------------------------------------------------------------------------
Why especially boys? I don't think I'd agree with that at all.
Jean
---------------------------------------------------------------------------
Hello,
I've been hiking/camping through the desert and haven't been in touch for
awhile. Not I'm back to the humidity of the midwest. It's amazing how much
is said when one is gone for a few days. Wow!!!
As I've read through all the messages I would have to say that I agree with
these two statements.
> If we tie this unit to one novel, then we are limiting
ourselves and
> maybe even eliminating some core
> subjects like math. Is there a way to keep it general? We must also
> maintain academic rigor and be able to
> adapt it to all grade levels.
I agree that we shouldn't center the unit around one novel because it
does limit the other content areas. I thought the idea was to create a
general unit framework of deep principles regarding change while
creating specific activities/lessons/lists of resources that address
specific grade level and state standards.
I think we need to have our general framework in place before we get to
more specific issues related to specific content. Once the overall
framework/guidelines are in place, it will be easier for content areas
to collaborate and devise effective ways of addressing our deep
principles. Does that make sense?
I also have read what the science folks propose, in terms of tying efforts,
to the National Standards. Wouldn't this be a good idea for all the disciplines?
Then the unit would have the most universal applicability.
I also have read the posts about change. My viewpoint would be to keep everything
on a positive note. Somehow the idea of change, to me, represents the opportunity
for creativity. It has been my experience that from the chaos of change
can come voices of new ideas and ways that would otherwise be ignored. Did
anyone watch the Impressionist specials this past week? Roughly summarized.....All
the painters couldn't get the French art establishment to look at their
paintings, and in the midst of this struggle the Franco/Prussian war broke
out. When the war was over, France had suffered some humiliating defeats
that certainly weren't expected, but the artists seized the opportunity
of the moment of change to exhibit their work. And so the Impressionist
movement gained momentum and more acceptance. I guess in this unit I had
hoped we would focus on the moment of opportunity, like I watched Monea,
Renoir, etc do. I don't think I'm in disagreement with anything that's been
said, just being a nudge about the framing of the words we used to look
at change.
Lots of hard work has gone on and the ideas are terrific. I'm anxious to
see where the starting point is.
Marsha
--------------------------------------------------------------------------
Having just read through five days of the list discussion myself (thanks
to Mother Nature's bolt), I too see some movement that perhaps is less obvious
to those who didn't read it all at once!
Deb made a heroic effort to create a chalkboard on-line. Alas, it's pretty
hard to do. I've racked my brain for ideas about a way to do it interactively
but I haven't come up with it yet. If anybody else has an idea...? Keith?
But...even though we are finding the need for poster paper frustrating,
perhaps we can work in a more linear fashion and then put together some
graphic organizers that I can post on MiddleWeb? Folks who have fax machines
could even sketch out some things and fax them to me for "recreating"
on the Web (828-766-6522 is my fax). Keep that thought in mind...
BUT FIRST, A VERY SHORT READING ASSIGNMENT....?
First, however, I wonder if everyone would agree to a very short reading
assignment that might help us wrestle the current gator into its cage -
that critter being: "what is our essential question"?
Deb sent me this link where the Coalition of Essential Schools has posted
its guidelines for creating an interdisciplinary lesson, backwards, from
an essential question.
It doesn't take more than 10 minutes to read. Could everyone read it and
maybe we could discuss it a bit - see if it helps us break our tasks down
into managable steps?
I think after you read it, you'll agree that our first step is probably
to agree on an "essential question," which the article really
helps define!
http://www.cesnorthwest.org/essential_questions.htm
Can everyone have this read by Tuesday morning, EDT?
AND THEN, FOR THOSE WHO HAVE TIME...
This chapter from Wiggins "Understanding By Design" book would
also be a big help in our thinking, I suspect. It's longer and you may not
have time to read it right away. But at least go to the link, scroll down,
and take a look at the first two graphic organizers. They seem to complement
the essential questions material above. If you DO have time to read the
Wiggins material, please share your insights as we go along.
http://www.ascd.org/readingroom/books/wiggins98book.html#chap1
JOHN
-------------------------------------------------------
JOHN SUGGESTED THAT EVERYONE READ THE ARTICLE ABOUT CURRICULUM PLANNING
WITH ESSENTIAL QUESTIONS AT:
http://www.cesnorthwest.org/essential_questions.htm
This guide, developed for the Coalition of Essential Schools, includes this
description:
Essential questions provide purpose for learning; they guide our work with
students by providing the larger, global context for learning and "schooling."
To be more specific, these questions center the work of schools on our covenant
with society to develop students who are productive citizens in a democracy
and citizens of the world. At the core, they engage students in the real
work behind the question: How does Anytown School's students assume vital
roles in the town, the county, the state, the United States, the world?
Using a planning backwards process, CES teachers choose an essential question
and an exhibition to craft the sub-goals and activities for a given course....
IT IS IMPORTANT TO NOTE: Excellent essential questions don't have answers
or solutions; they are often hard to measure, and they appear too big to
consider. But they show the school community and the world that the school
understands how to frame their work in proper context, that is, in reference
to a common good.
Essential questions checklist:
1. Big! Global in scope
2. Related to what it means to be a citizen of the world
3. Unanswerable
4. Interesting, intriguing
5. Important
6. Challenging
======================================
AMY WROTE:
I was really beginning to feel overwhelmed by exactly what an essential
question was and how to contribute effectively to the discussion. I appreciate
the reading very much. Also, it was mentioned that changes and consequences
should definitely be part of our thought process as we are tackling this
question. I definitely agree. My proposal for our essential question:
HOW CAN WE RECOGNIZE CHANGE AND BE ABLE TO EFFECTIVELY DEAL (DON'T LIKE
THAT WORD - HELP) WITH IT?
It's one I think addresses the article issues and also would be able to
work for interdisciplinary tasks - please let me know if I am way off base!
I have two sub-questions I think that we should keep in mind also as we
are working on the essential question.
1. How can we recognize patterns within historical changes to help us predict?
2. How can we recognize causes and effects? (same as change and consequences
- just semantics?)
======================================
THEN BILL WROTE:
I had a brainstorm while brushing my teeth, signed on, and discovered Amy
had had the same brainstorm! This involved the deeper issues of cause and
effect which relate to our discussions of change, conflict and consequences.
I had come up with something like...
"How do cause and effect interact as change occurs?"
...as an essential question. I like Amy's too.
My current tube of toothpaste happens to be Pepsodent, if anyone wishes
to duplicate my brainstorming technique.
By the way, I found the 10 common principles referred to in the short reading
John suggested at http://www.cesnorthwest.org/prod01.htm
and thought they made interesti ng reading themselves.
==============================================
THEN ANNE WROTE:
After reading the material I feel I have a planning guide. Based on the
article, I suggest the following approach:
Let's craft a "list"-wide (as opposed to school-wide) essential
question and agree on interdisciplinary sub-essential questions.
A. Okay, here are two possible essential questions we have discussed so
far.
(1) What is the relationship between conflict and change?
(2) What are the consequences of change?
B. Once we determine the essential question, we need to develop sub-essential
questions under that school umbrella essential question. How to do this
is a big question for us.
For example, if we focus on the consequences of change, would one possible
sub-essential question be
"How does change generate conflict (and vice versa)?"
What about, "How does change generate progress?"
I suggest that to make this easier, we list specifically in our headings
what we are addressing. Eg "Essential Question" or "Sub-Essential
Question." Then I can cut and paste the messages into Word under those
categories and get a more global look at our "conversation."
I think that one of the best things that will come out of this effort is
a protocol of some sort for online interdisciplinary planning. This could
even help teachers within a school who don't have time to plan together
during the day and would prefer to plan online.
=============================================
THEN MARY ANNE WROTE:
I don't use pepsodent, but I have been playing with this for awhile. Basically
what I have been doing is going through the standards I am required to teach
and looking for patterns that represent change. What I keep coming back
to are--cause and effect relationships and patterns-
I keep asking myself--what "understandings" do I want the kids
to come away with--(This is number 2 on Wiggins lesson template)--
[ED. NOTE: See http://www.ascd.org/readingroom/books/wiggins98book.html#chap1]
I want my kids to be able to recognize cause and effect relationships form
a pattern of change--
My essential question--very unpolished would be--
What cause and effect relationships (environmental, human, technological--etc.)
create a pattern of change?
Maybe something about cycles of change--looking at those patterns.
Just brainstorming--
===========================================
THEN DEB WROTE:
Thanks Mary Anne,
How about a slight shifting of your question to,
"How do cause and effect relationships create patterns of change?"
or
"How do cause and effect relationships contribute to patterns of
change?"
I think when you ask with words like who, what and where it points to a
definite answer or list of answers and we want something that is more open
ended, don't you think?
I hope others will jump in and wordsmith with us. Essential questions are
usually the result of a collaborative effort.
==========================================
THEN BILL WROTE:
>Deb wrote: >How about a slight shifting of (Mary Anne's) question
to, "How do cause >and effect relationships create patterns of change?"
or "How do cause >and effect relationships contribute to patterns
of change?"
What about a further shift to
"How do cause and effect relationships contribute to and result
from patterns of change?"
==========================================
THEN SUSAN WROTE:
Had a memory of some billboards in Winston-Salem, NC where I used to live.
Two panels, the first had a boy with a rifle, the second the same boy with
a violin. Another had a girl pregnant, and the second the same girl with
a basketball. The slogan was "Change the Outcome". So my suggestion
for essential questions are:
What changes the outcome?
or
Can we change the outcome?
Consequence, conflict, cause and effect would probably all fit into this
question.
==========================================
THEN MARSHA WROTE:
I keep asking myself, why it was important to study change. I know it is
but what do I understand inside my head that I didn't when I was 12. And
what could that "wisdom" do to help students grow up more able
to cope and to be productive.
The next thing that makes my mind rumble around is, what standards are there
that relate to change. I know people have listed many, but I wanted to look
over a multi-discipline list of national standards and find words that appear
and re-appear. So I might get some bead on the answer to my first question.
So I went to McRel. They have a search engine that takes keywords and looks
through the standards by grade level.
http://www.mcrel.org/standards-benchmarks/
So I searched 6th, 7th, 8th for change. I found 143, 160, 162 citations
respectively. These standards came from science (human body and physical
science), music (change in tempo, key, meter), algebra (variables, proportions),
language arts (the writing process) and numerous social studies standards
(history, geography, economics). Then I skimmed through the standards for
common words.
These are the words that I found:
--patterns( the most often repeated, I think)
--cause/effect (already mentioned by our list comrades)
--functions
--one variable effects another cycle
--relationship (another often repeated word)
--source
--properties
--innovation
--affect
--growth
--success/failure
--transformed (another big repeater)
--structure
Remember, I skimmed through all of these in about 10 minutes, so your list
could look very different, but I think it's a pretty good representation.
How is change reflected in patterns, cycles, transformations and relationships?
And I guess that makes me think that if I can recognize that I've been in
a similar "pattern" before, or I've read or heard about a similar
"cycle", I can use my existing knowledge to frame this new experience.
Is it because I can understand new material more easily because it links
to past information or because I can make better decisions. Finally, I think
there are changes that we have control over and those we don't. Somehow
that needs to fit into my question, too.
I may still be delerious(sp?) from the desert heat or walking so far so
fast, but I've shared my mental ruminations. I'm not at the point where
I can actually write an essential question, but I wanted to contribute something.
I think this is very similar to some of the essential questions that have
already been posted.
=========================================
THEN DEB WROTE:
Thanks Marsha!
I'd like to spend some time looking at the standards and words too, but
unfortunately, I have to go to work and plan summer school with colleagues
today and tomorrow. I will get on this as soon as I get home tonight. I
like your approach!
===============================================
THEN BILL WROTE:
>At 22:24 6/19/01, Marsha Ratzel wrote:
>How is change reflected in patterns, cycles, transformations and
>relationships? And I guess that makes me think that if I can recognize
>that I've been in a similar "pattern" before, or I've read
or heard about a
>similar "cycle", I can use my existing knowledge to frame
this new
>experience. Is it because I can understand new material more easily
>because it links to past information or because I can make better
>decisions. Finally, I think there are changes that we have control over
and
>those we don't. Somehow that needs to fit into my question, too.
Marsha,
What an amazing analysis you did, and the question that begins this paragraph
seems to me to be a good solid essential question in and of itself. It does
relate to prior questions, but manages to be more general and more comprehensive
at the same time.
>How is change reflected in patterns, cycles, transformations and
>relationships?
As far as what you feel is missing... much of what you're talking about
in the early part of the paragraph can be summed up as "experience."
Could "experience" then be subsumed by "patterns"? I've
just been rereading _The High King_ with my son, and in that book one's
life experience is likened to the pattern of a tapestry. As for "control,"
my instinct is that this question could easily lead to an examination of
the role of control or lack thereof, and perhaps a specific sub-essential
question could be framed to get at this issue explicitly.
Thank you, Marsha!
==========================================
ON WEDS, JUNE 20, ELLEN WROTE:
I am completely in awe of the deep understandings and talents of the people
involved in the project. I am looking forward to deepening my understanding
of this process as we continue to work together.
One thing I would like us to keep in mind is that in the end, we are writing
the essential question for students. We must be sure to keep it simple,
clear, and conscise to assist them in understanding the goal/philosophy/??
of the unit.
I think as adults we get so caught up in the learning and thinking about
our questions that it is easy to forget our students are at different levels,
life experiences, etc. I'm wondering if they do not understand what we're
asking, will they be able to develop the deep understandings about the world
we're anticipating?
==========================================
THEN MARY ANNE WROTE:
In scanning my emails I noticed three things that stand out-- 1) the essential
questions we use must be kids friendly!
2) Marsha's question -- How is change reflected in patterns, cycles and
relationships? seems to encompass all the ideas we have been talking about.
(Note: I dropped the word transformations. I would like to reserve using
it--but later in the unit. For my students, it would cause a lot of confusion
at the beginning when I am trying to establish an understanding of the concept
of change.)
3) We are coming together and wordsmithing and agreeing/disagreeing and
creating and I am soooooooo excited!
I wish I had time to check my emails six times a day!
==========================================
AND KEITH WROTE:
I think Ellen has made a wonderful point here. Sometimes in an attempt to
incorporate everyone's great idea we kick the wordsmithing into overdrive.
I often think of this when I hear a school or district mission statement.
I don't even remember our district's mission statement. It's too long and
filled with grand words that sound awful purty but may lack meaning to the
people the message is intended for.
Ultimately the questions have to make sense to the students. So much the
better if they understand on the first read through.
==========================================
THEN BILL WROTE:
Thanks, Ellen. I had begun to worry about this issue too, although I know
I contributed to the problem (sorry everyone!) That's why I was glad to
see Marsha's proposed essential question not only taking in most of our
previous ideas but also pulling us back somewhat from our previous sophistication.
That's also why I was glad to see positive reactions to your posting.
Marsha's question as revised by Mary Anne was: "How is change reflected
in patterns, cycles and relationships?" I agree with Mary Anne that
we should reserve the use of "transformations" for later in the
unit, particularly as it is more or less a synonym for change anyway. Is
this question sufficiently kid-friendly, or do we need to rephrase it further?
==========================================
THEN ELLEN RESPONDED:
I think I would go even further. I teach 6th grade students, and I think
they would still have a difficult time understanding what the question was
asking.
Another thing for us to consider is that our students have to care about/be
interested in pursuing the question that is asked, so we have to find a
way to relate it to their interests, experiences, etc. I think the above
question might be a good one for teachers to keep in mind as we plan, but
to present to students?
How can we frame the question in a way that might generate some excitement
and initial hypothesis among our students? I'm not sure what the answer
is...I'm still thinking on that!
==========================================
AND JOHN WROTE:
Ellen made the comment that "Another thing for us to consider is that
our students have to care about/be interested in pursuing the question that
is asked, so we have to find a way to relate it to their interests, experiences,
etc."
This reminds me of some comments I found yesterday on the Web when I was
searching around for "change" and "teaching" and such.
This teacher wrote:
"I've had the most success teaching this kind of basic, historical
thinking when I can get students to ask difficult and controversial questions
about their own lives. I think that once students feel that they have a
personal stake in contemporary religious, social, political issues, etc.,
intellectual exercises become more interesting (and maybe even entertaining)."
==========================================
POSTED 6/22 AT 11:30 AM EDT
AMY WROTE:
As I was rereading some of the emails I saved from this list, Keith had
said originally as a suggestion to discuss essential questions and vote.
Are we ready to do that?
If so, I tried to piece together from the website all of the questions that
we have discussed, so we can see them all together. It was easier for me
to look at this way, so hope it helps others out there. I also included
the essential questions checklist at the beginning so we could keep focused.
Essential questions checklist:
1. Big! Global in scope
2. Related to what it means to be a citizen of the world
3. Unanswerable
4. Interesting, intriguing
5. Important
6. Challenging
7. Kid friendly?
Essential questions proposed so far (I did this quickly scrolling through
the website of our discussion - please add any that I missed!): I think
some of them may be sub-questions also.
1. How is change reflected in patterns, cycles and relationships?
2. Can we change the outcome?
3.What changes the outcome?
4. How do cause and effect relationships contribute to and result from patterns
of change?"
5.What cause and effect relationships (environmental, human, technological--etc.)
create a pattern of change?
6.What are the consequences of change?
7.What is the relationship between conflict and change?
8.How do cause and effect interact as change occurs?
9.HOW CAN WE RECOGNIZE CHANGE AND BE ABLE TO EFFECTIVELY DEAL (DON'T LIKE
THAT WORD - HELP) WITH IT?
10. (New one by Amy) - I think Ellen's right with needing to be kid friendly
- what about
How does change affect our lives?
============================================
BILL THEN WROTE:
Personally, I don't feel ready to vote yet. While I love Amy's newest question
(the one above), especially in context of the checklist she so kindly reviewed
for us, I feel as though not that much time has elapsed since we decided
to reign in the rhetoric and make sure our essential question is kid-friendly.
If we are to vote, I'd suggest waiting a few more days, perhaps until at
least Monday. Perhaps by then a consensus may even have emerged that will
preclude any need to vote. However, if others disagree, I'm certainly happy
to go along with whatever the group wants.
============================================
AND ANITA AGREED:
I also do not feel ready to vote. Kid friendly questions like Amy's are
important. We need a few more, I believe.
I tried wading through the UBD chapter John sent (thanks John), the graphic
organizers were awesome.
http://www.ascd.org/readingroom/books/wiggins98book.html#chap1
What happened to using those? I am having difficulty coming up with
any questions alone -- I have found in working with my students collectively
that a "brainstorm" leads to many questions related to that topic.
I know we started out with one of sorts, should we return to that now with
the focus on Kid Friendly?
============================================
THEN BRENDA WROTE:
I agree with Ellen's comment that the phrasing of the question will be key
with Middle School students. I always take a great deal of care in giving
my assignments titles that grab because I think it can hook the students
or cause them to yawn. Although philosophical wordplay may intrigue us it
will likely not move the Middle school student who is always wondering what
exactly is in it for them.
============================================
DEB WROTE:
I think that once we've settled on an essential question we will go back
and brainstorm sub-questions etc. Also, we should keep in mind that while
we will agree on a question for planning purposes that someone might prefer
a different wording or slant for their own classroom or purpose. It's not
as if we have to come up with "the" perfect question.
============================================
MARY ANNE WROTE:
I think one of the reasons we are struggling is because we have jumped from
the standards--to the essential questions. We have missed "enduring
understandings" which are basically broad generalization statements
that say what we want the kids to understand.
Wiggins defines understandings as a "three legged stool" with
one leg being skills, one is knowledge and the third dispositions. He uses
a graphic of three concentric circles to set priorities in understanding,
the largest is those understandings worth being familiar with.
(SEE graphic on this page: http://www.ascd.org/readingroom/books/wiggins98book.html#chap1)
The [second, inner] circle is those understandings that are important to
know and do--finally the center circle is those enduring understandings
that kids will remember in twenty years.
Two of the understandings that I would like to use in our unit of change
are--
Change can be positive or negative.
Change occurs in cycles.
Several of you have indicated that you would like to see a link between
conflict and change. Maybe an understanding might include--
Change may create external or internal conflict.
I look at these understandings as a way to get kids to really dig into the
definition of a concept. I have done quite a bit of work on an ongoing unit
on "systems," one of the understandings in that unit that really
makes the kids think (and I would eventually use as a piece of my own unit
on change) is:
When one piece of a system changes, the whole system must adapt.
Maybe this is why we are struggling with writing essential questions. If
we don't know what we want the kids to truly understand about change--it's
really hard to get to the essential question. Just a thought.
============================================
KEITH RESPONDED TO MARY ANNE:
:
I was thinking last night that it doesn't seem like we're quite ready yet
to make a firm decision. My guess is that many of you have the same feeling
that we just haven't hit the "ahah" moment yet?
Mary Anne's ideas have put things in perspective for me in a brief, simple,
and powerful way. When I read the message it was like - now it's starting
to fit. What she has said may not be new, but the way it WAS said made a
lot of sense to me.
I'm signing off for a few days as I'm headed to Chicago for a conference.
I look forward to catching up on my return.
============================================
DEB RESPONDED TO MARY ANNE:
Mary Anne wrote: "Maybe this is why we are struggling with writing
essential questions. If we don't know what we want the kids to truly understand
about change--it's really hard to get to the essential question."
Thanks,
I thought we were going to brainstorm to get all our thoughts about change
going ( hence my technologically lame attempt at a Chalk Talk). I don't
think we've all really explored what we think is important to understand
about change or changes. I agree that the standards are one place to look
for what "they" say kids need to know, but I think an equally
valuable approach is to examine our own beliefs and then weave or bend the
standards around them.
Keeping all this in mind, I'd suggest that we follow your lead and generate
our lists of key understandings.
Change can be positive or negative.
Change occurs in cycles.
Link between conflict and change.
Inevitability of change
I think somebody said something about change without growth, but no growth
without change... could we list that as:
Relationship of growth & change?
============================================
THEN JOHN WROTE:
One point that comes to mind as we refine the essential question and search
for kid-friendly phrasing. I think it was in the Coalition document on essential
questions -- that the question should be "unanswerable." And,
of course, endlessly explorable. Questions like "what does it mean
to be honest" or "what is God?" come to mind as examples.
Also, I've been thinking about the age group you work with - what does change
mean to them? They are going through major changes in their lives as they
pass from childhood through adolescence. This is much on my mind right now,
because my daughter has just graduated from college and entered the adult
world, and she's really going through some turmoil as she tries to adjust.
All of which makes me wonder if there might be a way to craft a question
that recognizes the upheaval in the lives of middle grades kids. Something
like:
Why do things have to change?
...kind of a kid version of "is change inevitable?"
I'm not suggesting this as the essential question but I'm thinking that
it might help us think about what change might mean to a 12- or 13-year
old.
============================================
Posted June 25
BRENDA WROTE:
I really liked MaryAnne's reminders about Wiggin's 3-leg stool with one
of the legs being long term understanding. The two she mentioned was: Change
can be positive or negative. Change occurs in cycles. If kids walked away
with those two points internalized just think how that could affect how
students cope with life and what it throws at them. I agree that this is
essential knowledge.
==============================================
JOHN THEN WROTE:
Mary Anne wrote::
>Hi all--
>I think one of the reasons we are struggling is because we have jumped
from
>the standards--to the essential questions. We have missed "enduring
>understandings" which are basically broad generalization statements
that say
>what we want the kids to understand.
I wonder if this graphic organizer might be helpful?
"Kentucky standards-based unit of study planning map"
Just in case, I've posted it on our documents page as a small PDF file (one
page). You can download it by going to:
http://www.middleweb.com/MWLresources/projectdocs.html
And clicking on the link.
It's rather formal, but it seems to include the elements that we're likely
to need, over time. Notice the position of "targeted standards"
and the "essential questions."
==============================================
JOHN ALSO WROTE:
One point that comes to mind as we refine the essential question and search
for kid-friendly phrasing. I think it was in the Coalition document on essential
questions -- that the question should be "unanswerable." And,
of course, endlessly explorable. Questions like "what does it mean
to be honest" or "what is God?" come to mind as examples.
Also, I've been thinking about the age group you work with - what does change
mean to them? They are going through major changes in their lives as they
pass from childhood through adolescence. This is much on my mind right now,
because my daughter has just graduated from college and entered the adult
world, and she's really going through some turmoil as she tries to adjust.
All of which makes me wonder if there might be a way to craft a question
that recognizes the upheaval in the lives of middle grades kids. Something
like:
Why do things have to change?
...kind of a kid version of "is change inevitable?"
I'm not suggesting this as the essential question but I'm thinking that
it might help us think about what change might mean to a 12- or 13-year
old.
==============================================
THEN ANNE JOLLY WROTE:
John, what a great help this summary is!
[Essential Questions discussion string: http://www.middleweb.com/MWLresources/projectessential.html]
In looking at everyone's comments - one after another - it's almost like
having a conversation with one person speaking after another. I think this
will help us find the commonalities in our conversation. Thanks for all
of your time in doing this.
And - I think we may have discovered an important component of online planning
for interdisciplinary units (or other kinds of things). Have a bulletin-board
type area where all of the conversation can be viewed at once by simply
scrolling down.
I'm on the same wavelength with Deb when she says "I don't think we've
all really explored what we think is important to understand about change
or changes." Would it be fruitful to throw out what we think are the
important concepts and then do some synthesis?
Some things I'd like to see kids consider-- the consequences of change,
the inevitability of change, and productive adaptation to change.
==============================================
THEN DEB WROTE:
Please just add your understandings/concerns and copy so we can all watch
the list grow...
= Change can be positive or negative.
= Change occurs in cycles.
= Link between conflict and change.
= Inevitability of change
= Relationship of growth & change ? consequences of change, productive
adaptation to change.
==============================================
FOLKS! AT THIS POINT, YOU BEGAN TO ADD ITEMS TO DEB'S LIST
AT A FURIOUS RATE. THANKFULLY, BILL IVEY COMPILED THE GROWING LIST SEVERAL
TIMES. I CHECKED BEHIND HIM... HE DID A GOOD JOB!
RATHER THAN REPOST THE LIST OVER AND OVER, WITH EACH ADDITION, I'M ONLY
INCLUDING SIDE COMMENTS... AND BILL'S FINAL UPDATE. I HAVE IT ALL IN ORDER
IF ANYONE WANTS TO SEE IT!
JOHN
==============================================
BEVERLY COMMENTED
Mary, you are right to suggest that we need to zero in on the understandings
we want the kids (and ourselves) to reach. I've only been lurking in this
discussion, but now have time to get more active. How about the old truism
that "For every action there is an equal and opposite reaction"?
Did I state that correctly?
[adds her items, then...]
One more thought comes to mind concerning essential understandings. I sometimes
try to help my kids persevere when faced with new, difficult learning by
sharing and explaining the following thought I gleaned from some course
in the eighties:
"For learning to take place, there must be a time of Cognitive Disequilibrium"
Watching them regain their "Cognitive Equilibrium" by struggling
to understand the new concept, gain a new skill, clarify their essays, etc.
is one of the best things about teaching middle schoolers. Surely this old
saw has some relevance to the study of change?
==============================================
DIANE WONDERED IF WE NEED SPECIFIC QUESTIONS:
Hi. I have enjoyed watching the development of issues, ideas, and comments
on the MWlist and project list for a couple of weeks now, and it has been
fun to know that there are people who get as excited about Middle School
as I do.
I have been wondering about the question development along the same lines
as Ellen. I guess my first thought is why aren't the students developing
the question? Provide them with some stimulus information that would lead
them to think about change and let them go at it.
I see our own questions are one of the great motivators (in addition to
things like choice, input, success, interest, ownership, etc.). We need
to develop the structure........let the students develop the ideas and the
learning.
Thanks for letting me watch what is happening here every day.
==============================================
MARSHA COMMENTED ON THE ORGANIZER JOHN POSTED:
John sent this to the list:
"Kentucky standards-based unit of study planning map" Download
PDF file at: http://www.middleweb.com/MWLresources/projectdocs.html
I thought this organizer was terrific. It helped me get everything that
was flying around down on paper.
It's rather formal, but it seems to include the elements that we're likely
to need, over time. Notice the position of "targeted standards"
and the "essential questions."
I spent some time thinking back to what I know about my students cognitive
development and I believe that most of my 7th graders are still in the concrete
phase, meaning they look at direct consequences and answer based on what
has happened to them personally. Another big chunk are somewhere in between
concrete and abstract thinking in that sometimes they can look beyond themselves
and see consequences for others. Only a very few are abstract thinkers where
they could take another perspective to evaluate an issue including the personal
and social consequences of behavior. My Piaget is rusty so please feel free
to correct me.
So then I asked myself, what does that mean?
I guess the essential question might be
"How does a person change?"
It doesn't have any one correct answer and strikes at the central issue
that our students are working through---personal decision making.. These
students must learn how to navigate through questions that don't have a
single answer and, in fact, have competing interests.
For example, I want to fit in and be like everyone else, but I want to be
an individual. I want to have a boyfriend/girlfriend, but I might not find
someone who likes me or worse I might get "dumped".
I want to be a grown-up, but I still like being a child sometimes. I feel
safe when I do what my parents and teachers want, but I want to experiment
with the excitement of a wider range of ideas and values. I want my friends
to tell me that what I'm doing is OK, but yet I want to figure ìstuff"
out on my own.
A "How Do I Decide Between Competing Ideas?" gets to the heart
of helping students to build a lifelong skill set that could be used repeatedly.
This certainly isn't their first time of change or their last. But it may
be the first time they have been cognitively aware of the process of change.
It may be at this point where looking at the patterns, cycles and transformations
that happen in so many places that we've mentioned, will reassure and inspire
students. The issues of cause/effect are a huge part of answering that question.
I think there are multiple standards tie-ins.
I found a Shakespeare quote, "We know what we are, but know not what
we may be." That quote led me to my last question, "How Do I Deal
with the Not Knowing What's Going to Happen to Me"? This seems a enduring
question that I'm still struggling with at %#$*&^ years of age.
So that is what has been rumbling around in my brain. I love reading what
everyone has to say. You guys challenge and expand my thinking. Thanks for
the brain food.
==============================================
BILL SUMMARIZED THE GROWING LIST SO FAR:
How wonderful to see ideas flying around again! I got worried, though, we'd
lost track of some - a happy byproduct of so much brainstorming - and tried
to pull them back into one list again. Here's what I have; I hope it's everything!
[Bill posted his first summary.]
[Other folks continued to add to the list... then...]
SUSIE ADDED:
For every action there is an equal and opposite reaction. (This is true
in physics-Newton's third law-but not necessarily with people!)
Change can be positive or negative. (or neutral) Who's to decide if it's
positive or negative?
==============================================
DEB COMMENTED ON SUSIE'S ADDITIONS:
That's why these points can be included in our possibilities for an essential
question, the answer's aren't givens. I think it would be exciting to explore
the differing views of change with our students, peeling off the layers
that contribute to our perspectives, don't you?
==============================================
LINDA WROTE:
<< "How do cause and effect relationships contribute to patterns
of change?"
>
>
Deb- this question works really well for me as I teach health education.
A large portion of health ed standards are based on students developing
not only knowledge, but more importantly, skills. What motivates us all
to change? Understanding the cause and effect of poor health choices - no
matter which of the 10 Content Areas I plug in.
==============================================
LINDA ALSO WROTE:
Anne wrote: << Some things I'd like to see kids consider-- the consequences
of change, the inevitability of change, and productive adaptation to change.
These are simple, clear questions to focus on. I'd like to add one more
- the consequences of NOT changing.
==============================================
NAOMI COMMENTED ON LINDA'S ADDITION:
I agree with Linda that [the consequences of NOT changing] is important
.......but I think our problem lies in finding a single essential question,
in accordance with the checklist
==============================================
AND THEN BILL OFFERED US ANOTHER UPDATE!
Hi!
I felt as though I were losing track of some of these ideas again, so I
tried to do another compilation... these are both proposed essential questions
and brainstorming of other fundamental ideas.
= How does a person change?
= How Do I Decide Between Competing Ideas?
= How Do I Deal with the Not Knowing What's Going to Happen to Me?
= Why do things have to change?
= For every action there is an equal and opposite reaction.
= Resistance to change.
= Change can be positive or negative.
= Change occurs in cycles.
= Change may create external or internal conflict.
= Change can be positive or negative.
= Change occurs in cycles.
= Link between conflict and change.
= Inevitability of change
= Relationship of growth & change ?
= Changes during the middle school years (physical, emotional)
= Changes in families, how to deal with them
= Changes--moving, going to a new school, making new friends
= Change zone- an area of disequilibrium-positive ornegative
= Changes in relationships through growth, maturity & motion
= Changes in chemicals and solutions (possible science link)
= Changes at school--how do kids adjust to middle school
(transitions)--what
will happen when kids go to high school--lockers are a big deal to sixth
graders....
= How do teachers change in the way they treat you from elementary to
middle school? Changes in rules, expectations, etc
= Pre-adolescent and adolescent developmental changes (puberty, social
development, romance, etc.--have to pay full ticket price at movies, can
ride the big amusement park rides, etc.)
= Changes in the community--how does it affect life there
= The seasonal changes (if you live where they occur)
= Is it possible that some people cannot change? Won't change? Why?
= How can you effect change in your community? City? World?
= Change is necessary for growth.
= Learning and thinking changes you permanently
= Change is both deliberate and random
= Change effects further changes
= Discuss how certain events in history could change if someone had done/not
done something
= How can we effect change in ourselves?
= Change can be positive or negative. (or neutral) Who's to decide if it's
positive or negative?
= How do cause and effect relationships contribute to patterns of change?
= the consequences of change
= the inevitability of change
= productive adaptation to change
= the consequences of NOT changing.
==============================================
June 26
ANNE WROTE: Folks, I took a look at the list Bill compiled (thanks, Bill!).
That's quite a list. [See above]
To restate what I think we are trying to do, our goal is to design an online
interdisciplinary unit around the topic of change. (As far as I can tell
this is a different project from the "Understanding By Design"
book - right?)
The topics we've brainstormed make good objectives for student learning.
They seem to focus on:
1. Student personal growth and development (physical, mental, and emotional
change issues)
2. Social change
3. Change as it relates to academic areas
Below I've listed ONE way of grouping of the ideas within those three categories.
I entered a few of these in all categories. (Actually, nearly all of them
fit into more than one category.)
1. STUDENT PERSONAL GROWTH AND DEVELOPMENT (PHYSICAL, COGNITIVE, AND EMOTIONAL
CHANGE ISSUES)
Relationship of growth & change.
Change is necessary for growth.
How does a person change?
How can we effect change in ourselves?
Pre-adolescent and adolescent developmental changes
Learning and thinking changes you permanently
Change may create external or internal conflict
Changes during the middle school years (physical, emotional)
How do I deal with not knowing what's going to happen to me?
Change occurs in cycles
Change can be positive or negative
The consequences of change
2. SOCIAL CHANGE ISSUES
Why do things have to change?
Changes in families, how to deal with them
Changes in rules, expectations, etc
Is it possible that some people cannot change? Won't change? Why?
Productive adaptation to change
Changes--moving, going to a new school, making new friends
Changes in relationships through growth, maturity & motion
How do kids adjust to middle school (transitions)
How do teachers change in the way they treat you from elementary to middle
school?
What will happen when kids go to high school?
Changes in the community--how does it affect life there?
A link exists between conflict and change (may create external or internal
conflict)
Change zone- an area of disequilibria
Change occurs in cycles
Change is inevitable
Change can be positive or negative.
Who's to decide if change is positive or negative?
Change is both deliberate and random
The consequences of NOT changing.
How can you effect change in your community? City? World?
Change is necessary for growth.
Change effects further changes
The consequences of change
3. CHANGE RELATING TO SUBJECT AREAS
For every action there is an equal and opposite reaction.
Resistance to change?
How do I decide between competing ideas?
Change can be positive or negative
Change is both deliberate and random
Change occurs in cycles
Changes in chemicals and solutions
The seasonal changes
How do cause and effect relationships contribute to patterns of change?
How can you effect change in your community? City? World?
Change is necessary for growth.
Change effects further changes
Discuss how certain events in history could change if someone had done/not
done something
The consequences of change
The inevitability of change
Chime right in with some better organizational method! This is just one
that occurred to me.
I suggest that we take a look at these and - someone who's good at synthesis
- see what sort of overarching, unanswerable question might serve as an
essential question that would allow us to address any or all of these issues.
==============================================
DEB WROTE: Now that we've generated so many ideas, I think we might be ready
to hone in on an essential question. Keep in mind that it has to be something
that we can work with, but isn't necessarily the exact way we'll choose
to word it for our work back in our schools. It also seemed like we were
more interested in a kid friendly version than a lofty, but meaningless
question.
Once we decide on an essential question ( remember the legs of the stool
as the essential learnings), we can proceed to generate sub-questions and
explore the connections in terms of standards, outcomes, materials and activities.
I don't have a question yet, but I'm imagining the three leggged stool with
the impact of change on the seat and the legs representing the personal,
societal and natural influences in my/our kids' lives... I'll sleep on it.
( Maybe when I wake up, one of you will have put it all together : )
==============================================
BILL IVEY SUGGESTED A "DRAFT" ESSENTIAL QUESTION:
... (A) first try at an essential question. I figured that by getting an
idea out there, the reactions to what
it was missing and what was good about it would lead us to our real essential
question. It was:
How do we decide if change is positive, negative, or neutral?
Time to remove the cat from my lap and start the day...
[in an earlier, misdirected message, Bill had included....]
I figure, whether or not anyone likes this, in reacting to it we
may move closer to what we want our essential question to be. I
myself had to review the "essential questions checklist," and
I'll
include it here for anyone else who wants it:
1. Big! Global in scope
2. Related to what it means to be a citizen of the world
3. Unanswerable
4. Interesting, intriguing
5. Important
6. Challenging
June 28
JOHN ASKED WHETHER WE SHOULD CONTINUE.
DEB WROTE: I'm not sure, but I think we might be getting mixed up in trying
to develop a unit by planning backwards, read the book about understanding
by design etc. Maybe we just need to step back and decide if we are going
to read the book before we proceed, or if the two tasks are going to be
done somewhat separately this time out.
I think we can continue to plan a unit together by agreeing on a question
and simply proceeding with the stating of desired outcomes/learnings. We
may be getting bogged down in looking for the perfect question, a contradiction
in terms. I know our process has been a bit messy, but I think that's just
part of the process.
Bill's question seems to pull us in the direction of value judgments and
away from the more objective view of change and its results, with value
judgments as more of a by-product. I was thinking more along the lines of
something like "All growth results in some change, but does all change
result in growth?"
I think this question could be used with literature and history as well
as science, art etc. I'm not so sure about the math connection with either
of our questions.
On a somewhat different note, folks might just be hesitant about revising
the work of others. We've had a lot of conversational sharing on our list,
but giving and receiving feedback takes us to a new level. Maybe we need
some norms...like challenge ideas and not individuals etc. I think we stated
those values at the start of the list.
In any case, Bill asked for feedback and I'm asking for the same. Please
don't hesitate to disagree or revise my proposal.
I hope we'll continue.
==============================================
ELLEN WROTE: Following is a list of questions that have been generated so
far. Many of them are content specific, so I think those ought to be used
as sub-questions in content-area developments. We really need to focus on
making our question challenging, yet kid-friendly.
My vote so far is for, "Why do things have to change?", except
I might change it to, "Do things have to change?" Another idea
is, "How does change affect me and my world?" Remember, adolescents
are very focused on themselves and looking at the world through how it affects
them personally. I may not care at all abouT how changes in pressure affect
weather conditions, but I sure do care if it rains on a day I'm supposed
to go to Six Flags. We can put all the content in
context for them.
Like others said, feel free to revise or contest the questions I've listed
above....
==============================================
JEAN WROTE: I'd vote for "How does change affect me and my world?"
I agree with Ellen's reasoning. If middle schoolers don't feel personally
connected to content, they tune out. I think all of the rest of the questions
fall into this one, and it can be used for all curriculum areas.
==============================================
BILL RESPONDED: Hi! That works for me. I almost hesitate to propose the
slightest of changes but... what about changing "my world" to
"the world"? I'm thinking that would make it a bit more global,
yet keep the personal aspect as well. Or does the contrast just come across
as silly?!
==============================================
LINDA WROTE: I too agree with Ellen. My eighth graders will buy in more
if it is about them. I can drag them to the history and literature as proof
of what happened in reality and could happen to them with this.
==============================================
ELLEN WROTE: Bill,
Oh, so very silly, ;-). In all seriousness, I think you've brought up a
good point. The reason I originally phrased it with "my" is because
I thought it would appeal to the self-centered natures of our adolescents.
However, you've made the point that if we change "my" to "the,"
we get the best of both worlds. What do the rest of you think?
==============================================
ANNE WROTE: "How does change affect me and my world" would cover
all the bases for me!
==============================================
BEVERLY WROTE: Ellen's point that adolescents are by nature self-focused
should be uppermost in our thinking on the essential question. While I find
Bill's question most engaging to me, I think it would not engage my 8th
graders. I lean toward Ellen's question "Do things have to change"
or "How does change affect me and my world" although the latter
seems to pander a bit. How
about "What kind of changes affect me and my -------- (self, family,
friends, school, neighborhood, community, town, state, country, world)"
Some of the 8th graders I served this past year would really go to town
questioning the necessity and inevitability of change, but posing the question
so as to engage them would be difficult. I better understand that questions
I suggested earlier are actually sub-questions. The essential question is
hard!!
==============================================
JOHN WROTE: Bill... I don't think it's silly, but (and all you teachers
correct the journalist) -- couldn't part of the student work here be to
evolve from "my world" to "the world"? But begin at
their highest interest and comfort level?
In the discovery process, I would think that teachers will want to help
students begin to gain some insight about the truth in "no man/woman
is an island" -- that change is our common heritage, experience, and
fate. And that covers not only history, but genetic mutation, fractal math,
gosh -- lots of ways to demo it.
I know that middle schoolers won't reach an adult level of understanding,
but one can imagine a couple of stepping stones they could negotiate...
My thinking is still a little fuzzy about this, but, for example,
...my parent/guardian lost his/her job and I don't get to do things I used
to do...
...all my family members are undergoing change/stress
...the people who worked with my parent/guardian and their families are
undergoing change/stress
...the company where my parent/guardian worked is struggling financially
...the faltering economy is not only affecting my parent/guardian's company
but many others and the people who work for them and their families and
their middle school kids are sharing my experiences...etc.
I'M not suggesting this as a line of inquiry, but just making the point
that just about any situation in an adolescent's life can be linked to larger
issues by pulling back and back -- kind of like those map atlas CDs, where
you can start at your own street in Podunk, NC and back up until you see
the Western hemisphere!
==============================================
JOHN ALSO WROTE: Folks...The more I think about it, the more I see some
real possibilities for the math part of this change unit. Fractals, and
maybe modular math (aka 'clock arithmetic')? Change one number and watch
how all the patterns change?
If you're not familiar with modular math, I wrote a little story about a
teacher in CA who used it with his students. If you download the PDF version,
you can read the story and see some of the student products... the process
produces fascinating, often beautiful graphics that look great on classroom
and hallway walls!
See:
http://www.middleweb.com/MiddleWebimages/LB5.pdf
(PDF file - see pp. 8-9)
And here's the handout about modular math we posted at MiddleWeb:
http://www.middleweb.com/mod.html
(you can see an example of student work here without PDF'ing! And you can
download a 12-page how-to handout, crudely scanned by John)
As I think about all this, I'm confident that there's a strong math connection
to all this... and I'm sure our math teachers will think of many things
that this poor, right-brained, English major can't conceive of!
==============================================
NAOMI WROTE: I think I like "the" world instead of "my"
world.
==============================================
CAROL WROTE: I like the word "our" because it considers their
egocentricness and broadens
the question.
==============================================
BILL WROTE: I agree - more personal than "the," more global than
"my." A lot of the teacher work John was mentioning can be applied
equally well to the "our world" version as to the "my world"
version.
==============================================
ELLEN WROTE: I agree with the rest of you; I vote for, "How does change
affect me and our
world?" I like the idea of a shared experience with "our".
==============================================
MELBA WROTE: I have not participated very much in our project because I
am a bit confused as to where we want to go with all of these statements.
I have never written an interdisciplinary unit with a focus statement. I
have written them around a theme. Thanks to Bill's organizational talents
I can read all of the statements regarding change and the effects, but is
this for the students or are we just throwing out ideas and statements for
our benefit? I don't get it.
When do we plan on the specific learning objectives that pertain to change?
Where is the tie to our local, state, and national learning standards? Someone
please clear this up for me. It seems like we are running in circles. Why
can't the statement/s simply be: What has changed and why? Remember, I teach
6th graders so I tend to think like them.
==============================================
BRENDA WROTE: I am getting bogged down by the attention to semantic details
in this process. Is anyone else?
In a virtual setting (with the lag between responses) I can't seem to keep
track of where we're going. When discussing choice of words in a "live"
setting I quite enjoy the dialogue- I'm having difficulty here.
==============================================
MARY ANNE WROTE: Melba-- When I begin working with kids in August I intend
to use the same process we are going through. I am using this exercise as
an example to my kids in learning about a particular concept. We will start
our year by brainstorming what we know about change and defining the concept.
I will use examples from several disciplines to get them started. For example--As
part of our opening i do a lesson on names. We will talk about the book
"The Day Joe Lewis Won the Title" and the change in attitude in
the book. How did the change occur--when did it occur--what were the factors
that changed the attitude--etc. There is a great science experiment that
helps kids define physical and chemical changes that we will do and talk
not only about changes you can see--but those you cannot. We'll discuss
assumptions we make during changes. I have an old typewriter, a Commodore
computer and my brand new IMAC. We will look at changes in products over
time. Hopefully, from this discussion the kids and I will come up with some
of the understandings we have been addressing.
==============================================
ANNE WROTE: I agree with Melba that I'd like something more concrete to
work on - like specific learning objectives - if we have decided that we
will focus on
"How does change affect me and [my, the, our] world."
Does it seem to be time to move on?
==============================================
MARY ANNE WROTE: I am sorry that I have not been an active participant this
week. No excuses--but it seems every time I sit down at the computer we
get another heavy lightning storm and I'm stuck pulling plugs!
Deb's question--All growth results in some change, but does all change result
in growth? Certainly gives us a place to start. It is one of those questions
that meets all of Wiggin's filters for an effective essential question which
will allow us to easily flip it into any content discipline.
Although I have spent much of the summer reading and developing science
and literacy curriculum, I am currently reading "My Brother Sam is
Dead" and pulling some things together for eighth grade history. The
book is a story about a family split in beliefs during the revolutionary
war. As I look at Deb's question in light of this content material, I can
easily see many connections to both the history and the novel.
I think the other piece we have to consider is that maybe we will not complete
a finished unit, BUT we will all come away with a basis on which to build
from in our own communities with our own standards. I have to admit that
I have already used many, many of the ideas that have come out of this discussion.
Several of the "understandings" that we have come up will form
the basis of a discussion I will hold with our sixth grade teachers in the
fall.
I'm not quite ready to give up! Let's start with Deb's question and begin
to look at content!
==============================================
MARSHA WROTE:
In Deb's response, she posed a new question (Deb's comments indented).....
Bill's question seems to pull us in the direction of value judgments and
away from the more objective view of change and its results, with value
judgments as more of a by-product. I was thinking more along the lines
of something like "All growth results in some change, but does all
change
result in growth?"
I think this question could work becuase it global, unanswerable, and important.
Its neutral tone is good because we can go in many different directions
with it. Someone suggested the three legged stool---personal, social and
academic with the question being the top of the stool. I think that picture
has helped me formulate how all this fits together.
I think this question could be used with literature and history as well
as science, art etc. I'm not so sure about the math connection with either
of our questions.
I think math could be tied in with the topic through algebra. If we think
of algebra as symbols representing a certain pattern which can change, then
all levels of middle schoolers can use math to think about change. Some
students can start with simple one step equations,unit rate tables and progress
up through linear and quadratic equations.
On a somewhat different note, folks might just be hesitant about revising
the work of others.
I know this has been my stumbling block. I respect everyone so much that
I don't feel qualified to suggest a change. So I've been trying to figure
out to blend ideas together. That's been difficult. It's that respect that
has kept me from commenting rather than an unwillingness to continue. I,
too,
hope we will continue with this process. I also think that it reflects the
experience that I had when I did another backwards designed project. It's
tough, but once the big question is set, the rest falls into place quickly.
==============================================
DEB WROTE: I can see lots of possibilities with : "How does change
affect me and my world?"
Shall we set a deadline on feedback before deciding and moving ahead? How
about noon tomorrow?
==============================================
BILL WROTE: I agree we need a deadline. It seems like the majority of us
like some version of the "How does change affect me and (my, our) world?"
question and are ready to move on.
Am I right in remembering that we wanted to write sub-essential questions
next? That this would entail taking all those ideas we've generated and
turning them into questions which relate to the
essential question?
I have the feeling that once we get through that stage, the rest is likely
to fall together much more quickly.
==============================================
DEB WROTE: Mary Anne, Can we use my previously mentioned question as one
of our sub-questions and get rolling with the broader one of "How does
change affect me and my world?"
I'm glad we decided to keep plugging. Although face to face is preferable,
deciding on the essential question is always time consuming, and a bit cumbersome
for lack of a better word. If we can settle on noon tomorrow for our essential
question and noon Monday for sub-questions I think we'll be ready to let
the standards, materials and activities flow for a week or two...
What a group!
DEB ALSO WROTE: Sorry this has been frustrating, but in the interest of
maximum involvement and in support of thinking outside the box, we've spent
some time just brainstorming. I think it would have been much less painless
if we had the opportunity to sit at a big table and work simultaneously,
but with our different schedules and locations we have experienced lots
of lag
time.
Please hang in, as I think we're just about ready to turn the corner. Yesterday,
John reminded us that we'd been silent and caused our latest and most productive
flurry of work.
I generally like to dive in and get things going quickly, but I worry that
I miss some voices in my drive toward efficiency. I'm expecting lots of
rewards for our patience with this, our first shot, at electronic, collaborative
planning.
Deb
==============================================
LINDA WROTE: I'll second Anne's statement. Let's move on to key concepts
and activities that will help kids grasp them.
==============================================
AMY WROTE: Wow! I was out of town for a few days and had tons of things
to read when I got back. I'm glad we didn't decide to quit and everyone
seems to have perked up a little at the proposed essential question, "HOW
DOES CHANGE AFFECT ME AND MY WORLD?" I hope we can agree on at least
this as one to work on for the list, and if anyone is uncomfortable with
the wording can change for their own use later. I too am feeling a bit bogged
down by the discussion, but I am also buoyed by knowing that this process
is difficult enough face-to-face. Have hope! After the deadline passes (noon
today?) we can sort out are sub-questions. Is that our next step?
==============================================
JOHN WROTE: Unless there's a strong objection, can we accept this as the
essential question and move on?
"How does change affect me and our world?"
Deb and Bill have suggested that we set a deadline of Monday at noon to
come up with sub-questions and then move briskly to, as Deb put it, let
"the standards, materials and activities flow for a week or two..."
I agree with them that it's messy to find an essential question (and sub-questions)
but this is so often the step that gets left out, as Wiggins, Heidi Jacobs
and others note.
As for the concern that it's hard to follow an e-mail discussion, can I
urge you to bookmark the link where I'm archiving the discussion daily?
I think if you'll take advantage of this service (evil grin), you can keep
up with the flow of conversation pretty easily.
Let the sub-questions begin!
JOHN
PS: I should note that Linda and Mary Anne are using the Digest version
of this list, which explains their somewhat delayed responses. I've sent
them this morning's conversation so they'll be up to date.
==============================================
KATHY WROTE:
All of this brainstorming and outside the box thinking has assisted me in
beginning to write to my first literature/interdisciplinary unit for the
fall. It started with "how change affect me and my world?" I can
see it changing as we continue to discuss and develop sub questions for
our overriding questions.
I want to share something that I did today because I would like some feedback
from valued colleagues but I don't want to confuse what we are trying to
do as a whole group. Well I will risk it!! Remember this is just my personal
first take/possibility that has developed due to discussion.
See Kathy's unit and ensuing discussion here.
==============================================
DEB WROTE: While I'm glad to see Kathy's work in progress, we've gotten
away from our
stated task of developing sub-questions. Now that we've agreed to our essential
question, it might be time to just list it along with all our sub-questions
and check to see if we need to add or delete anything.
Beyond that, should we begin attaching standards/ concepts to the sub-questions?
Or do we all want to develop our own units, form sub-groups to develop a
variety of units that we'll bring back to the whole group or what ? This
is a new process ( electronically) for most of us, and I'm not sure of the
way I think will work best...ideas anyone?
==============================================
BILL WROTE:
As a resident of Western Massachusetts who grew up relatively near
the Quabbin, I would second this recommendation. In many ways, growing
up with the acute awareness that the big and powerful can easily
impose unwanted change on those they outnumber has shaped my political
and social views. "How do you handle unwanted change?" was, I
think,
one of our sub-essential questions, and this book fits perfectly.
Bill and folks...
This idea of "unwanted change" is close to my experience, too
-- and probably to many of us who lived through the "strip-malling"
of America. In my case, I grew on the SC coast near Myrtle Beach. The change
from 1960 (when I was 12) and now is so profound as to be almost unimaginable.
One example: 2 golf courses in 1960; over 150 in 2000!
What will be the equivalent sort of change for students who are 12 or 13
today? I suspect it will have a lot to do with the medium we're using right
now - the Internet.
A sub-question about "unwanted" change will be very important.
"Why can't things stay the way they used to be?" is somewhere
in the ballpark?
John
==============================================
BILL WROTE: I've been working on a sub-essential questions posting, and
hope to get it out tonight. In the meantime, here are a few questions. First,
are there any other French and/or music teachers out there? My guess is
not. Second, would that mean I'd be working on my contributions to this
unit only for myself, for you all to pass on to colleagues, for you all
to use personally, or what? The answers to these questions will probably
affect how I approach the unit.
==============================================
MELBA WROTE: Bill, I will be starting a new job this next school year. I
will be the Staff Developer for my school and I will certainly use all aspects
of our unit. We are deep into middle school reform and my job will be to
help our teachers make the transition from traditional
classroom practices to standards based. I used to teach music as I hold
a Bachelor's degree in
instrumental music (all level). At my school, we offer band, orchestra,
choir, and guitar.
==============================================
DEB WROTE: Hi Bill, I'm not a music teacher, but I've incorporated music
into most of my major units...did you know there's a microbiologist in CA
who makes CD's about germs etc? In any case, I'd like to work on musical
connections if you'd consider collaborating with an amateur. In terms of
the French connection, I studied the language and literature a long time
ago, but I'm still interested in being a sounding board and offering mes
deux sous : )
I'm glad you're preparing the sub-question list.
==============================================
MARSHA REPLIED TO DEB:
Deb wrote: "Now that we've agreed to our essential question, it might
be time to just list it along with all our sub-questions and check to see
if we need to add or delete anything. Beyond that, should we begin attaching
standards/ concepts to the sub-questions?"
I think we should develop our sub-questions with standards/concepts attached.
This will make things universal and also demonstrate (maybe to ourselves)
that it can be done. Then we can break into groups to build activities which
will be the easy part, I think.
I also think the sub-questions still need to also require understanding
of bigger issues. Something that requires creativity, using multiple layers
of understanding, has multiple interpretations or perspectives---forces
students to synthesize or transform what they've encountered into something
different that holds meaning for them.
For example, since one of the unifying concepts in science is change and
if you go to the National Standards it's in group of grade levels. So couldn't
a sub-question be, how does change occur? Then, if you're teaching physical
science you might conduct an inquiry about converting potential eneregy
into kinetic energy; if you're teaching life science you might investigate
how cells change food into energy; or earth science look at erosion or plate
tectonics. I know from reading through the standards there are millions
addressing change in social studies and math. Language arts seemed more
focused around the writing process, but I'm no expert.
Then I was envisioning towards the middle of the unit exploration, students
would begin to hone in on how they see these bigger cycles and patterns
of change in their own lives. I think it would give them a sense of "fitting
into the world", yet being unique in how they process their change.
I guess I wasn't worried about hooking them into the unit, because I saw
this unit as a constructivist/inquiry thing. I have never had problems keeping
motivation high when I used this approach.
Those are my thoughts. I think (Deb) is right on about developing these
sub-questions and feel free to comment on anything.
Marsha
==============================================
JOHN WROTE: We have an essential question:
"How does change affect me and OUR world?"
[note the "our"]
Deb and Marsha have suggested that we post and discuss sub-questions, and
they both thought it would be a good idea to include standards/concepts
with each sub-question.
Several sub-questions have been mentioned recently, in passing.
BILL: "How do you handle unwanted change?"
MARSHA: "How does change occur?"
Please see what each had to say about these at the running archive of our
conversation:
http://www.middleweb.com/MWLresources/projectessential.html
[most recent stuff at the bottom]
Marsha discussed the connection between her suggestion and National Science
Standards.
Bill has promised us a "sub-essential questions posting," and
we're looking forward to that.
SO... we can wait for Bill to push us forward and/or you can begin suggesting
or reiterating sub-questions with standards/concepts referenced.
John
PS:
In case you'd like to refer WAY back, the conversation before we began discussing
essential questions in earnest is located at:
http://www.middleweb.com/MWLresources/projectdigest.html
==============================================
MARY ANNE WROTE: My suggestion for a sub question is a combination of-
Why does change seem to have a domino effect?
If one part of a system changes, why do all of the parts have to adapt?
Or do they?
Can we determine the outcome of-- predict the ramifications of-- change
to part of a larger system?
How does part of a system adapt to a change in another part of the same
system? Or other systems?
I think all of these say the same thing in a different way, and all have
ramifications in all subject areas--
Happy Monday!
==============================================
BILL POSTED HIS SUB-QUESTIONS LIST: My apologies for coming in late with
this. My internet connection was down for most of yesterday, plus we're
in the middle of a wild string of play dates, family visits, parents moving,
etc. However, the connection is up, I have a hour before leaving on another
family visit, so here we go...
In working with sub-essential questions, I have taken Anne's ordering of
our various proposals for essential questions, sub-essential questions,
and important ideas and tried to find some sort of question for as many
ideas as possible. I also added any questions which have surfaced as of
8:08 this morning E.D.T., classifying them as best I could.
So within each category, you will see:
first, the questions which had already been written by one of us;
second, questions I wrote and the underlying ideas on which I based them;
third, any remaining ideas which still need to be turned into questions
(whether by the group or by individual teachers as we use this unit).
As always, these are ideas to be examined, modified, expanded upon, tweaked,
etc.
It may even be that each of us takes different parts of all this work away.
At any rate, I hope this is helpful.
********************
1. STUDENT PERSONAL GROWTH AND DEVELOPMENT (PHYSICAL, COGNITIVE, AND EMOTIONAL
CHANGE ISSUES)
->How does a person change?
->How can we effect change in ourselves?
->How do I deal with not knowing what's going to happen to me?
*****
->How can we handle change over which we have no control?
(relates to physical, emotional, developmental changes during the early
teenage
years, the relationship of change and internal/external conflict, the positive
and negative nature of change)
->What are common patterns of change?
(relates to cyclical nature of change)
*****
Relationship of growth & change.
Change is necessary for growth.
Learning and thinking changes you permanently
The consequences of change
2. SOCIAL CHANGE ISSUES
->Why do things have to change? Why can't things stay the way they used
to be?
->Is it possible that some people cannot change? Won't change? Why?
->How do teachers change in the way they treat you from elementary to
middle
school?
->How do kids adjust to middle school (transitions)?
->What will happen when kids go to high school?
->Changes in the community--how does it affect life there?
->Who's to decide if change is positive or negative?
->How can you effect change in your community? City? World?
->How does change occur?
->Why does change seem to have a domino effect?
->If one part of a system changes, why do all of the parts have to adapt?
Or do
they?
->Can we determine the outcome of-- predict the ramifications of-- change
to
part of a larger system?
->How does part of a system adapt to a change in another part of the
same
system? Or other systems?
*****
->What happens when you resist change?
(relates to The consequences of NOT changing, inevitability of change,
productive adaptation to change)
->How do we handle unwanted change?
(also relates to productive adaptation to change as well as the relationship
between conflict and change
*****
(Many of these ideas seem to relate to existing questions...)
Changes in families, how to deal with them
Changes in rules, expectations, etc
Changes--moving, going to a new school, making new friends
Changes in relationships through growth, maturity & motion
Change zone- an area of disequilibria
Change occurs in cycles
Change can be positive or negative.
Change is both deliberate and random
Change is necessary for growth.
Change effects further changes
The consequences of change
3. CHANGE RELATING TO SUBJECT AREAS
->How do I decide between competing ideas?
->How do cause and effect relationships contribute to patterns of change?
->How can you effect change in your community? City? World
->Why does change seem to have a domino effect?
->If one part of a system changes, why do all of the parts have to adapt?
Or do
they?
->Can we determine the outcome of-- predict the ramifications of-- change
to
part of a larger system?
->How does part of a system adapt to a change in another part of the
same
system? Or other systems?
*****
-> How would certain events history have been changed if someone had
done or
not done something? (a "discuss" question rephrased slightly)
-> How does changing one part of a chemical system change the whole?
What
methods might be used to effect these changes? (relates to changes in chemicals
and solutions)
*****
For every action there is an equal and opposite reaction.
Resistance to change?
Change can be positive or negative
Change is both deliberate and random
Change occurs in cycles
Seasonal changes
Change is necessary for growth.
Change effects further changes
The consequences of change
The inevitability of change
==============================================
NAOMI WROTE: I think Bill's summary was very useful. It looks to me like
the subject areas
do need alot of work for instance:
<< -> How would certain events history have been changed if someone
had done
or not done something? (a "discuss" question rephrased slightly)
>> or How have individuals effected change? (How can I effect change
in my
community?)
Could we look at "How do movements (groups) effect change." Thinking
about the Civil Rights Movement, for example or independence movements in
Africa, Latin America, etc. Labor unions/Farm workers right to organize.
I just made a listserve to text connection, which could potentially be a
resource within this unit: "radical equations: Math Literacy and Civil
Rights" by Civil Right activist and math educator Robert P. Moses,
founder of the Algebra Project.
==============================================
ANNE WROTE: Hi, I'm having a bit of a problem with the sub questions for
two reasons:
1. It's near the 4th and I'm madly working to get my five-day work week
compressed into four days, and deal with doctoral work at the same time.
2. I need to know who this interdisciplinary unit is for. If we're going
to develop this for a general audience, we need to deal in broad strokes
in terms of objectives. Perhaps the science objectives could be tailored
to the National Science Standards, for example, instead of for my local
situation. Is that our thinking?
==============================================
From: SKosmoski@aol.com
Date: Tue, 3 Jul 2001 15:55:01 EDT
Subject: Re: [MWprojects] My question
Reply-To: MWprojects@NS.SREB.ORG
Anne:
MARY ANNE WROTE: Anne, I've been assuming we were using the National Science
Objectives we talked about at the beginning--of course, assumptions are
often incorrect.
==============================================
LINDA WROTE: Bill, Wow! Great work so far.
Under language arts, how about:
*how to change reading strategies when one does not work
*explaining how a character has changed throughout a piece of writing
*demonstrate how propaganda changes or attempts to change a person's opinions
*understand factos that commonly affect language change and use
*making changes to writing using peer and teacher feedback
==============================================
MARSHA WROTE: Bill, I think your categorization is "right on",
at least as I see it and summarize our main areas of investigating change.
I see the next step is to next connect these three areas of questions to
National standards within major content areas. What does everyone think?
1. STUDENT PERSONAL GROWTH AND DEVELOPMENT (PHYSICAL, COGNITIVE, AND EMOTIONAL
CHANGE ISSUES)
2. SOCIAL CHANGE ISSUES
3. CHANGE RELATING TO SUBJECT AREAS
==============================================
SUSIE WROTE: It occurred to me that no matter where we go from here, just
taking the list Bill compiled, for example, or looking at the strings John
and Brenda have helped us with, we all have something that we can take from
this project already. We have modeled ways that teachers can work together;
just showing others this list could lead to many different lessons on change.
I guess my point is, even though we might get frustrated occasionally, much
good is coming out of this project. Thanks to all of you for all you do!
==============================================
ANNE WROTE:I agree with you, Marsha. At least, that's my way of thinking
right now. What does everyone else, think about connecting these sub-questions
with the National Standards?
==============================================
MARY ANNE WROTE: I've been assuming we were using the National Science Objectives
we talked about at the beginning--of course, assumptions are often incorrect.
==============================================
ANNE RESPONDED: I am thinking of the National Science Standards - although
I imagine others will have to consider the National Standards in their subject
areas. What do you think?
==============================================
KATHY WROTE: Connecting to the National standards makes sense for me.
==============================================
MELBA WROTE: Since we want to build a framework for the theme of change
and how it affects "my world and me" I submit the following:
* The reading teacher selects a novel for study, the history/ss teacher
finds the historical time period when that novel could have been written
(would it have to be a historical novel?), both the art and the music teachers
will teach music and/or music literature from that era (classical, impressionistic
etc.), the science teacher could do a little research to find out what scientific
discovery or practices were occuring, and finally the math teacher- math
teachers can use all kinds of data to write word problems, data collection
for graphs, compare costs then to now.
* Of course, for this type of collaboration, teachers would have to agree
to teach their subjects "out of order". I imagine teaching history
out of sequence would not be a good idea, but which is better-to teach the
students how everything ties together, or to teach in sequential order?
It already happened, so couldn't the students figure that out? Maybe there
could be a culminating set of lessons that puts everything in sequential
persepctive.
* I don't yet understand, however, how we can actually write a specific
unit without exactly knowing the time period. Am I just dense, or just not
familar with this process? I haven't read _Understanding by Design_ yet.
I appreciate all comments and I have learned quite a bit from this project.
I definately do not want to give it up.
==============================================
ELLEN REPLIED TO MELBA: I think what history teachers would do is concentrate
on change across historical periods and cultures to help students see what
effects change in past societies to predict future trends. This approach
means that a teacher might hit upon historical events and cultures more
than one time during a year, but from a different perspective and focus.
==============================================
ANNE WROTE: Melba's question is a good one.
As a science type - everything represents change. Changes from one state
of matter to another. Evolution. Growth. The rock cycle. Technology. You
name it - it changes. If we're going to get kids to think about how change
affects them and their world, then do we need to focus on present-day changes?
I don't see that being a problem. In history, the contrast could be between
"then" and now, and focus on the "change gap." In social
studies - changes from culture to culture. In economics - good gosh! What
doesn't change daily?
In math - changes in the way we use basic computational techniques to develop
technology, maybe. For example, when I learned the binary system, it had
to do with punch cards! Basic computation hasn't changed, but the uses for
that computation have changed.
In literature, the genre changes from generation to generation. Writing
styles change. Changes occur within stories. Water symbolism used to be
a big thing - may still be. My favorite idea to combine science and literature
would be to have kids read part of an old "Tom Corbett, Space Cadet"
book where Astro encounters dinosaurs on the jungles of Jupiter - then contrast
that with what we know about planets today. Most of you are not old enough
to remember Tom, I'll bet! (Yes, John - that was about the time of Captain
Marvel. I must have read reprints of those Tom Corbett books!)
I'll bet we all have different visions of what an interdisciplinary unit
would look. Would we all be teaching the same thing? Or would we be introducing
the same theme - change - within our own curricula for an extended period
of time? I think the less contrived our unit is, the better.
==============================================
NANCY WROTE: Excellent point, Anne. In my Earth systems Science class in
June, the main theme was that the nature of ESS is to observe and quantify
changes is Earth systems. As you stated, EVERYTHING changes--only the time
scale is different for different changes. Just getting our kids to understand
the process of observing and measuring change is a huge concept in itself,
which dovetails right into the National Science Ed. Standards.
Comparing short-term changes (e.g., weather ) to long term changes (e.g.,
climate) is one focus we can think about.
I'm off to Scotland and England for two weeks--hope to meet Listserv member
Anita Hacker there! Will be eager to work on the Science component of the
unit when I get back.
==============================================
MARSHA WROTE: Melba, this sounds like a wonderful thematic unit but I don't
see how it ties into long-term essential questions. I thought their lifelong
learning would be the result of students tying together strands of information
and making it into something new----built on their new understanding of
the large theme of change. The old Bloom's word-- synthesizing------ old
stuff processed into a new forms that would address the question of change
in me and my world.
MARSHA WENT ON...
Maybe..................... If what we are looking for is helping students
to understand that the world changes around them, their "change viewfinder"
needs to be very broad in scope. Maybe an introductory mood setter for the
year.
Maybe................. Now since I am mostly a science teacher, I would
look to the National Science Standards which identify change as a unifying
theme. I would propose to have students brainstorm and wrestle with what
things they could identify in their world that show scientific change. Gently
I would nudge them to consider the various disciplines of science----life,
physical and earth. I could envision having to provide lots of non-fiction
picture books (Eyewitness type things) for them to scan to ferret out examples.
I think once they got going and got the idea----the brainstorming list would
mushroom.Maybe examples would be butterfly metamorphsis(sp), rust on a nail,
plant growing, dead animal carcass, newborn babies, etc.
Then...................... Once the list was in a working final form, I
could see having them categorize all the items on the list into types of
change. In science, this might be cause/effect, patterns, energy transformations,
etc. But I don't know that I would tell them these Science standard topics.
I'm still up in the air on that one and I guess it would really depend on
their level of sophisitication and age. It would help them to have to make
value judgements about how to classify the changes-------can't you just
see all these 3x5 index cards spread on the floor being arranged and re-arranged
until it just suited them. I think the conversation would be rich and very
illuminating.
I would try to overhear as much as possible, because I think I would learn
so much about each of my students---their insights, their learning style,
their background knowledge----and how well they know how to scaffold new
info onto old.
And............... This is where my mind definitely went into psychadelic(sp)
mode. Wouldn't be unbelievable if we exchange our categories and brainstorming
lists with other classes to see where we had similarities/differences? --
like we could continue this project, but with the kiddos. Maybe we could
use Inspiration and trade webs, or we could just exchange photos of our
webs with each other. OK, I know it's too ambitious, but I'm an unrealistic
dreamer type. Maybe in year two of the unit. :->
Back to reality................. Then I guess, I could be finished for a
while. Students can't stand too much of this at once because it uncomfortable
for them not to know if they are "getting the right answer".
And I would let these ideas settle as we began our first unit. Occasionally,
I would refer back to that global brainstorming during the unit. Then as
I finished each unit, I would definitely return to my change matrix. Somehow
I would make individual copies and let each student try to fit what they
just learned in that unit into the categories---if the categories don't
work any more, they could make changes. And then we revise and reformulate
our understanding of what change means in a scientific context. Over the
course of the year, I hope and believe students would begin to scaffold
better and better. (Maybe reminenscent of the Mosaic exercise where they
do text-to-text, text-to-self, text-to-world connections.)
Now that's my thoughts about science only. Can you imagine if you did that
in every discipline? Each subject's national standards should lead us to
a broad understanding of the fundamental process ideas for that discipline.
What better things to use to learn about change? Then extend that to quarterly
summary discussion that crossed subjects. What a mathematician might know
about change would be very different than what a social scientist would
know....and so on. Again, the conversations would be rich and very authentic.
Authentic because there is no single correct answer and because students/teachers/classes
are building a paradigm of change that they could use for their lifetime.
So many of the questions we've bounced around on the list could then begin
to be answered, I would guess midway through the year. Because they would
have "gotten" the idea and be comfortable discussing bigger "things"
that the steps of the experiment, the reliability of results, the plotline,
the precipitating events, etc. I truly think students and teachers will
need to practice how to think/discuss/process like this. It is not the typical
science, reading, math or social studies lesson. I also think it will take
a bit of instruction on how to have a class discussion. My experience has
been that students all want to share what they think with little regard
to what has been said by others. I would anticipate having to teach them
to face the speaker, react to what was said offering their perspective,
and then adding onto that thought. That can be a arduous process to teach
6th and 7th graders (I haven't tried 8th graders), but can be done with
prior planning.
Really after the initial brainstorming and categorization, I would think
you'd only officially have to block off a class period every quarter if
you could get cross teaming cooperation and part of a class period to help
come to closure on understanding at the end of each unit. And the beauty
of this design might be that you could do this as an island (if you were
the only teacher who wanted to do it) or as a team of teachers (as many
as wanted to participate).
I know this has been very long winded. I have been struggling to figure
out how to express my ideas and finally it all came out. Let me know what
you think-------
==============================================
KATHY RESPONDED TO MARSHA:
> But I don't
> know that I would tell them these Science standard topics. I'm still
up in
> the air on that one and I guess it would really depend on their level
of
> sophisitication and age.
I wouldn't give them the standards at this point. Through a bit more
exploration they might come up with the standard on their own.
> Now that's my thoughts about science only. Can you imagine if you did
that
> in every discipline? Each subject's national standards should lead
us to a
> broad understanding of the fundamental process ideas for that discipline.
> What better things to use to learn about change? Then extend that to
> quarterly summary discussion that crossed subjects. What a mathematician
> might know about change would be very different than what a social
scientist
> would know....and so on. Again, the conversations would be rich and
very
> authentic. Authentic because there is no single correct answer and
because
> students/teachers/classes are building a paradigm of change that they
could
> use for their lifetime.
thanks for sharing those thoughts!! I am wondering about how to do this
in a self contained classroom so I don't overwhelm 6th graders. I need to
do this brainstorming in many content areas and I certainly wouldn't do
it al at once.
You made a great point ...they can only do this type of thing for awhile
and then they need to move out of this zone of disequilibrium into a more
comfortable area. Any way, I now have points to ponder....
==============================================
KEITH WROTE: I've been gone to Chicago for a conference in the last week
and am now home trying to finish work on my masters degree - my desktop
computer hard drive has crashed (whew I'm backed up!) so now working on
my laptop. I know I've missed a lot of dialogue, but will add a few thoughts.
The Process
Whenever I've done online, collaborative work it has always begun with face-to-face
meetings and then followed up with other physical contact at key points
(at least two more). Our generation still needs and craves this actual physical
contact to "feel" out the work ahead and to establish deep dialogue.
There is a synergy that evolves from being in physical contact that I don't
think can be duplicated through e-mail. Perhaps this group has come as close
as possible to achieving this, but it IS time consuming. Video conferencing
may work to replace the need for face-to-face meetings in the future. So,
we have embarked on the most difficult part of the journey without the key
element of actual physical contact with our team. Most of us have probably
thought if we could all just get into a room for six hours we could get
this first step done, establish a plan, and send everyone off to work with
a smaller sub-group. Ahh... if only it had been that easy (but think about
what we've learned in the process).
Moving Onward
>From scanning all the recent threads it seems like the group is ready
(and eager?) to move ahead. One thing we might want to tackle next is designing
a framework for the project. What are the elements we want, what will it
look like, what will rubrics look like (4pt, 5pt?), what standards will
we use? If this could be established, then all curricular projects will
have the same elements and feel to them - a continuity that will help everyone.
This "framework" would help students (and also all of us) when
we look at the projects that will evolve. The framework would also be a
great value to sub-groups to establish direction for their work in putting
together student projects. We might want to think about what elements we'd
want to include - maybe they'd be:
=Key questions (thanks to Bill for organizing this)
=Goals Objectives (steps to achieve goal)
=Assessments/Rubrics Standards (most likely linked to national?)
=Resources, Internet Links
To get an idea of how this might look, you can check out the 8th grade projects
page at my school...
http://www.meridian.wednet.edu/mms/8th/8project.htm
...you might click on any of these projects: Am. Revolution, States Research,
Music Tour, Volcano, and Dinosaurs. These projects are in different stages
of construction as we are slowly evolving into a standard look, but if you
browse through them you might think about what a framework for our various
projects could look like. Perhaps the key stage for us at this point might
be to develop a vision and then a framework for the final product. Most
of you might have a curricular framework that you've found useful in your
district or in your team that you'd like to share? Kathy from VT just recently
sent us a great example that we could use as a starting place too.
Types of Projects
I don't think the group has addressed types of projects. At Learning Space
we developed three key project types that we use on-line with Internet (these
just to give you some ideas):
1. WebBytes (WebQuests?)- this a small chunk, bite-sized project. It focuses
on 1-2 specific concepts, standards, and skills. Students are given concise
directions, target resource(s), and a short time frame to complete the tasks.
For more information check out
http://www.learningspace.org/webbyte/default.htm
2. Research Investigations (research project) - these are my favorites as
they totally involve students in higher order thinking skills. These full-blown
projects often consume the classroom with creative researching and problem
solving for several weeks. The project is based on a creating a scenario
like "your team has been hired to consult on the destruction of key
dams on the Snake River..." or making a choice - "George Washington
will NOT run for president. Your team will research the possible candidates
below and nominate your top choice for our nation's first president".
Information at
http://lspace.learningspace.org/investigations/
(projects above at my school were this type)
3. Connections (collaborative - involving others outside the classroom)
- this type of project can involve classrooms from all over the world or
just two classrooms in the same school. The project is basically built around
exchanging data and ideas. It could be something simple like looking at
changes in seasons in different geographic locations. Sample projects at
http://lspace.learningspace.org/onevoice/
http://www.learningspace.org/awash/default.htm
http://www.learningspace.org/journeys/connections.htm
Collaboration
A thread that has come up a couple times is fear of "revising"
what others have done. I think most of us involved thrive in a collaborative
environment. We cannot fear posting new ideas and suggestions - neither
should we take offense to the same. I had a teacher that I worked with this
year say that she had trouble at first getting past this step. She took
too much ownership in her work, but she learned that by having others become
a part of her work it significantly improved. Sure there will be great ideas
that come up, but there will also be ideas that are put "back on the
shelf" (notice they are not "bad ideas" - no "rejections"),
maybe to be pulled off the shelf at a later time when they are needed.
I'm looking forward to the next steps, getting a new hard drive, and being
home a bit more.
BTW: While in Chicago I spent some time dialoguing with a group called "Task
Stream"
http://www.taskstream.com
I was very impressed with tools they are developing for educators and the
direction they are heading. If you have the interest and the time you can
take the tour from their home page - they are marketing this service at
a district level at this time. The site is designed right now for a teacher
mentor to help a mentee design curricular projects and there are standards
(national and all states), rubrics, and neat "check points" to
monitor progress on the project - all of this user customizable. They are
eventually going to make this work for teachers to use with their classroom
during projects.
MAIL FROM JULY 6-8
BILL IVEY WROTE: I agree with what many people are saying about tying questions
(and thus activities) to national standards. For far too many years, I have
intended to get familiar with the ACTFL (American Council on the Teaching
of Foreign Languages) standards; this is my big chance. When I get home,
I'll dig out that book and figure out which standards could relate to this
unit. I have the feeling that I'll get ideas for activities just by looking
up the standards. In terms of Music, I don't have the same resources, but
will see what I can dig up on the web or wherever.
By tying questions to standards, I think, anyone who feels uncomfortable
with any activities I might share with the group can relatively easily substitute
their own.
Hopefully, I'll be able this weekend to devote more time to this project.
This has been a crazy week!
==============================================
JEAN WROTE: National standards are probably the one common thread that can
be used in developing our project with teachers from the listserve.
I wish I could use national standards when I plan my own curriculum, but
after I document correlation to the SAT-9 test, the state (AL) curriculum,
the city schools' curricula, and the high school graduation exit exam, the
national standards don't get a glance.
This past year, we began to be required to note the date that we began instruction
of items covered on the graduation exit exam. We have to turn in this list
along with class tests used to cover that material along with the roster
of students who took these tests. The whole idea is that in the future,
no doubt someone will sue the district when their child does not pass the
graduation exit exam, and we must all be prepared to defend such lawsuit.
(At least I don't teach high school - they have to document reteaching to
students who do not master the material on the first go). To futher my frustration,
since I teach language arts, I am required to document these items for grammar
and writing skills as well as for reading and vocabulary.
At any rate, I get sweaty palms each and every time I think about the overwhelming
task of tying to standards. I can't be the only teacher who feels this frustration???
==============================================
ELLEN WROTE: Jean, I feel your pain! We haven't moved as far in the direction
as you have in terms of documentation (except for special education and
discipline issues), but including all the standards is a task in itself.
I think sometimes I spend more time trying to figure out what goes with
what and just how I'm going to address them all than I do anything else.
Currently I am supposed to be applying the district's standards (which have
not been revised in YEARS and are not aligned with the state standards),
our state MAP standards (performance and knowledge standards), and the Terra
Nova. I think this is the most difficult part of my job right now.
My big question is, why aren't colleges doing more to prepare teachers in
this area? There's a lot of theory of instruction, but nothing on how to
design your year or how to effectively address the standards. How have the
rest of you become proficient at this? It seems to me there ought to be
a lot more training in this area, and in my 5 years, there has been none.
==============================================
LINDA WROTE: Here in Maine we have the Maine Learning Results. The state
legislature passes them a few years ago. We should be doing what your district
suggests for them. It hasn't been forced yet, but by 2003 each district
must have a way to measuring these results.
Luckily, I also work with the state education department and last summer
began working with aligning the Maine standards with the national standards
for language arts. They seem to blend well, but they are not an exact match.
You are right, it is a lot of work.
I use portfolios and for major assignments I list the standards addressed
right on the task paper. I also list the skills worked on at the end of
each quarter on their brainstorm for their reflection about their learning.
However, all of this is only a beginning. It only documents I taught it,
and they attempted it. With any assignment or unit/task, there are some
students that do not meet the standard of mastery. Right now there is not
official plan for making sure the students do master each skill/concept.
Hopefully that will come about in the next two years.
==============================================
ANITA WROTE:
Our district did some training in tying our standards to a new textbook.
That is the only training that I have received in standards based development.
Honestly, I am in awe of most of what is happening here and feel rather
stupid because I do not have a copy of the national standards! I have always
assumed (most of you know what that means!) that DoDDEA standards and the
national standards were the same! Our salaries are based on the salaries
of 50 different school districts, so.... Anyway, where could I get a copy
of the standards so I can relate to the current discussion.
[JEAN THEN SUGGESTED: This EducationWorld page has links to National Standards
by topic and grade level. http://www.education-world.com/standards/national/toc/index.shtml
]
Secondly, the question seems to be in place -- subquestions are coming along
-- what next?
===============================================
ANNE WROTE: We seem to have bogged down a bit in deciding how to proceed
next. What about creating some sort of starter shell to fill in . . . maybe
like this? (We could really use an electronic bulletin board for this part)
Essential Question:
Sub-Questions: (Let's clean up and organize the ideas we tossed out when
coming up with our essential question and organize those into sub questions.)
Subject Area Names: Science, Social Studies, Language Arts, Math . . . ?
Under each subject, let's post suggestions - ideas - for ways we would address
the essential question within that discipline. We could all toss out ideas
for any discipline.
In other words, let's create a "pick-and-choose" model for an
interdisciplinary unit. That way, if other teachers want to use it, they
can pick and choose (and add to) activities that make sense for them in
their school. This would not be a thoroughly developed unit - it would be
a "starter" unit.
==============================================
JEAN WROTE: Anne, This is basically what I had envisioned too. I think this
would make the project accessible for most school/team/individual classroom
teachers.
==============================================
BILL WROTE: Here are some of the Massachusetts state standards for music
education which might pertain to our unit (sorry, the MENC website was little
help with any sort of national approach).
At the end of this message, I brainstormed a couple of sub-essential questions
which relate to these standards.
*Standards relating directly to the theme of change*
Students will describe how artistic production can shape and be influenced
by the aesthetic preferences of a society.
Students will identify American styles and genres of dance, music, theatre,
or visual arts and architecture, describe their sources, trace their evolution,
and cite well-known artists associated with these styles
Students will identify and describe examples of how the discovery of new
inventions and technologies, or the availability of new materials brought
about changes in the arts in various time periods and cultures
Students will identify and describe examples of how artists make innovative
uses of technologies and inventions
Students will identify and describe examples of how contemporary artists
use computer technology in their work
*Standards relating to presentation of student work and/or classroom activities*
Students will sing music representing diverse genres and cultures, with
expression appropriate for the work being performed, and using a variety
of languages
Students will perform music representing diverse historical periods, genres,
and cultures, with expression appropriate for the work being performed
Students will compose and arrange short pieces for voices or instruments
within teacher-specified guidelines, using the elements of music to achieve
unity and variety, tension and release, and balance
Students will compose and arrange short pieces for voices or instruments
within teacher-specified guidelines, using the elements of music to achieve
unity and variety, tension and release, and balance
Students will listen to formal and informal performances with attention,
showing understanding of the protocols of audience behavior appropriate
to the style of the performance
Here are my music-related sub-essential questions so far:
How does one style of music evolve into another?
How do new inventions lead to change in music?
On to the foreign language standards... I'll keep ideas for other disciplines
bubbling along, too.
==============================================
MELBA WROTE:
I GOT IT! I GOT IT!!!!(I think) I have been wracking my brain trying to
make, create, plan, think of an interdisciplinary unit based on change.
I caught a glimpse of _Understanding by Design_ in my principal's office
yesterday morning and discussed our project with her. Please correct me
if I am wrong, but this is what I understand about this process:
* we must first determine our direction-hence the essential and sub questions.
* then we branch off into each separate subject matter to outline a plan
with natl. standards that fit the essential & sub questions.
* write subject specific activities/lessons
* finally try to integrate it into one interdisciplinary unit?
Did I get it?
By the way, she has ordered the book, workbook and some smaller booklet
that accompanies _Understanding by Design_ for me. Can't wait to read it.
==============================================
MARSHA RESPONDED: Melba,
What you outlined is exactly what I've been thinking!!!!!!!!!!
I have the Understanding by Design CD. I'll scan through there tonight or
tomorrow to see if I can pull any graphic organizer thing off that would
be useful. It's such a temptation to skip directly from essential/subquestions
to write subject specific activities/lessons. But your second step, "branch
off" is what I think we should be working towards right now.
I leave on Monday for a week, so I'll really get to that UBD CD before I
leave. I also think Kathy from Vermont might have the CD and she might know
if it has anything useful for this #2 step.
Marsha
==============================================
MARY ANNE WROTE:
Marsha--
Your idea makes sense to me! As long as we are using the same essential
question and sub-question and we stick tot he understandings we have
identified, we should be able to mesh it together when we are finished.
I am
pretty convinced we should at least choose one of the Standards before we
start. This would give each disciplines place to begin and some content
to
"bite into."
Something akin to--
...(Science) Students will identify major ecosystems or
...(Social Studies) Students will identify major inventions that caused
the
American Industrial Revolution.
(These are Florida content standards--my national standards are already
packed for the trip to New York!)
I do not know of a graphic organizer that would allow us to do this kind
of
work on line. Maybe the CD has something the workbook does not have!
Mary Anne
==============================================
KATHY WROTE:
Marsha mentioned I might have the CD....Sorry I don't. I was going to order
it
and completely forgot until now. I have the book and the workbook. I will
check
the workbook later, maybe there is an organizer that I an scan in.
==============================================
MARSHA WROTE: Sorry Kathy I remembered you were going to get the CD, but
wasn't for sure.
I'm in almost the same boat. I just opened mine although I've had it for
months. It's wonderful and makes me remember why the downtime of summer
is so useful. The CD uses QuickTime animation to explain Backwards Design.
I was hoping to use it to help this discussion, but it seems more complicated
than that.
So in reviewing Stage 1 of the UBD module, I extracted this. We know that
we want student to understand change personally, socially, academically,
and in their world. I think it is correct to say we have identified what
understandings are enduring. Now we are trying to move forward onto "providing
students with powerful sources of connection, insight, and application in
present and future endeavors" (p86 of Handbook).
Such work means focusing on big ideas that point beyond the particular content
of a unit, thus giving schoolwork greater intellectual focus, conherence,
and applicability. Distinguishing between topical understanding and overarching
understandings in not clear-cut.
It suggests that we consider...........
enduring understandings of two types
1) topical--specific to content knowledge and skills of unit
2) overarching---broad generalizations that transcend the content knowledge
and serve as bridges to other units and courses.
a unit focuses on a small # of transferrable ideas
enduring understandings are best stated as generalizations or propositions
the targeted understandings must be stated unambiguously---as specific abstractions
The handbook goes on to point out that learning to de-code text, translate
sentences, solve equations is mostly skill. Understanding is at the low
level of comprehending without understanding what one is doing. These are
the examples they offer
A skill........................
Reading text
Understanding...............
the author's meaning in story
by reading between the lines
A skill........................
Asking directions in Spanish
Understanding...............
knowing whether or not one has
been understood requires attention
to nonverbal as well as verbal
feedback
A skill........................
Speaking persuasively
Understanding...............
persuasion involves an emotional
appeal which reflects knowledge
of the audience's wishes, needs,
hopes and fears irrespective of
how logical and rational the
argument
The UBD authors argue that you cannot simple state "students will understand
the water cycle". You must design a unit to go one step further by
identifying the particular understandings students will take away from their
studies of the water cycle-----targets are framed as specific generalizations
or propositions. When we develop these propositions we will be able to then
link standards to them.
See how that settles with you guys. I will be in Boston and New Hampshire
for a week starting tomorrow. I will hope to find a place to log-in and
see what's happening or I will look forward to catching up the week of July
17th.
Marsha
==============================================
MARY ANNE WROTE: I think Marsha has given us all much to think about!
I will be out of touch for the next two weeks! I am really looking forward
to being in New York at the Bronx Zoo. Even though I will be working--I
anticipate it will be lots of fun. I am also going to get the chance to
meet Naomi in person!
My husband has agreed to carefully copy all of my emails into a file so
I can read them all when I return! Have a great two weeks--I will miss you
all!
==============================================
KEITH WROTE: I continue to have computer problems and probably have lost
a more than a few recent threads in the process, so my post may be way off
topic.
As we look to build projects, we perhaps could look at some pressing issue/event
to focus our efforts? Rather than have an somewhat isolated topic - science
(earth science?), social studies (ancient history?), or reading (mysteries?)
- the focus could also be on an important "overarching issue"
that can easily encompass our question,
"How does change affect me and OUR world?".
A couple things first came to mind when I was thinking about this and trying
to consider how everyone could draw meaning from this project regardless
of content area. These two below are just to illustrate the idea...
1. Issue: Energy Crisis.
How will issues surrounding the energy crisis affect me and our world? This
may have great potential, as it should certainly continue to be front-page
news.
The science people could look at a number of subtopics that influence change
- alternative energies, energy efficient design (students cold build energy
efficient model homes), ecosystems (impact on new drilling areas), etc.
Math (not my specialty) could look at energy coefficients, insulation "R
Value" and BTU factors, fractions, conversions, statistics, etc.
Social studies could look at historical energy uses, population migration,
economy (supply/demand), etc.
Writing/Reading could focus on persuasive essays, presentations, futurist
and naturalist novels, any number of things.
Many of the key questions from the list Bill compiled would also fit into
these subjects and also it should become fairly easy to link to standards.
Think of the publicity a school might get from a community event/forum where
all students and all classes had something of value to share on the same
topic.
2. Issue: Civil Rights.
How will (did) Civil Rights change and how will (did) it affect me and our
world? This came to mind as I think most schools do something surrounding
MLK's Birthday in January. Again, each subject area could pull together
ideas and key questions to guide teaching/learning of the specific content.
Projects could easily culminate with a Civil Rights community celebration
on MLK's Birthday.
There are obviously many other issues or events that could be used in this
same way.
One thing that becomes important when a classroom or an entire school starts
with present-day issues or events is that context becomes the focus. Historically,
education has been built on content and I'm finding more and more student
apathy for this approach. Everything's connected.
I think our students do care about today's world along with the many problems
and inequities they see. Projects could be built around using current context
as a starting point and then working outwards and backwards to make connections.
==============================================
more to come
John is working on some worksheets with kathy (UBD) and anne (table)...
==============================================
ELLEN SENT THESE TO MAIN LIST, BUT THEY MAY BE USEFUL TO US!
Hi all! As I was trying out Ivone's suggestion of www.dogpile.com
(great source!), I found a couple of sites that have great planning
templates for designing performance assessments.
The first link is for an extensive assessment task design workbook:
http://www.mdk12.org/practices/support_success/mspap/assessment_task_wrkbk.html?soc_stds
The second is a performance assessment blueprint:
http://www.mdk12.org/practices/support_success/mspap/tips/armour/blueprint.html
I am going to share these with my faculty for our summer inservices.
Both seem to lead teachers by the hand to really think about what they
are assessing.
==============================================
JOHN POSTED KATHY'S INFO AND OTHER INFO ABOUT
THE UBD PROCESS AT:
http://www.middleweb.com/MWLresources/backdesign1.html
JOHN POSTED A ROUGH DRAFT OF ANNE'S IDEA ABOUT
A "SHELL" FOR THE CHANGE UNIT AT:
http://www.middleweb.com/MWLresources/projectgrid1.html
==============================================
AMY WROTE:
This format (the one John posted) makes a lot of sense to me.
(http://www.middleweb.com/MWLresources/projectgrid1.html)
I'm very tired from running after my two-year-old, and I haven't had time
to peruse it fully, but I did have a few tidbits to add. Can we add technology
as a separate category? I think it's definitely important enough to add.
We also have a lot of questions under student personal growth. Are we including
those under health? Maybe we should have a category labeled Advisory or
Affective?
Under language arts for the concept of "Change occurs in cycles",
we can add the questions - "How does the culture of the time affect
literature?"
I also think we should add a "Big Concept" (like "change
occurs in cycles") - CHANGE IS INEVITABLE, and include under language
arts the question of "How does language change? "
Just my two cents. What does everyone else think of the format?
==============================================
ELLEN COMMENTED:
Amy wrote: "Under language arts for the concept of 'Change occurs in
cycles', we can add the questions - 'How does the culture of the time affect
literature?'"
I'd also like to add, "How does the reader change the meaning of a
piece
of text?"
==============================================
MELBA COMMENTED ON KEITH'S IDEAS:
Keith wrote:
"1. Issue: Energy Crisis. How will issues surrounding the energy crisis
affect me and our world? This may have great potential, as it should certainly
continue to be front-page news. The science people could look at a number
of subtopics that influence change - alternative energies, energy efficient
design (students coUld build energy efficient model homes), ecosystems (impact
on new drilling areas), etc. Math (not my specialty) could look at energy
coefficients, insulation "R Value" and BTU factors, fractions,
conversions, statistics...."
I'd like to piggy back on Keith's idea:
art- the students could (in cooperative groups) could design
and build a facade of the energy efficient model home that Keith mentioned
or of a building, measuring to scale.
math- the math would come in the form of measurement, plain,
simple math (we don't want to leave out our regular level sixth grade students).
Compare the energy usage of a house with 8 foot ceilings to one with 10
ft ceilings like the new houses presently being built.
==============================================
BEVERLY COMMENTED ON ELLEN'S REMARK: Ellen added, "How does the reader
change the meaning of a piece of text?"
Good idea. In order to focus on the collaboration of the reader and writer
to make (create) meaning (comprehension), we might ask, "How does the
reader's experiences and knowledge change the writer's meaning?" or
"Does a reader's comprehension change according to the reader's experiences
and knowledge? What can a writer do to help the reader comprehend more closely
to the writer's intention?"
I can see some relationship to our district's curriculum standards and benchmarks.
These questions, of course, lead into discussion of literal and inferential
comprehension, as well as the risks to comprehension posed when a writer
uses figurative language.
For bilingual students, comparing translations would be interesting, too,
in a study of change. I remember being fascinated when my world history
teacher in high school casually mentioned that the King James translation
of the Bible was influenced by the culture and politics of the time--
Another idea--while reading my email the other day, I was listening to Dolly
Parton's "Little Sparrow" album on which she performs a bluegrass
arrangement of Cole Porter's "I get a kick Out of You"--if I knew
more about music terms, I could probably identify the changes she made as
she
transposed it. I certainly got a kick out of her rendition. Now I'm going
to have to dig out my Ella Fitzgerald and Cleo Laine albums to look for
their renditions to compare. Is something like that a valid demonstration
of change? Playing a song that has been transposed into different styles?
What would be the learning objective? I think the kids would be intrigued,
but again, is it learning or entertainment?
==============================================
THE FOLLOWING POST COVERS THROUGH LATE AFTERNOON
MONDAY, JULY 16:
MARSHA WROTE: I think all the ideas that everyone wants to get started with
are terrific. This is going to be a wonderful thing for them experience.
I certainly don't mean to be a wet blanket, but I don't think I've been
effective at communicating my puzzlement.
How can we develop activities, if we haven't defined what we want students
to be able to do..... to explain..... to see.... etc.
at the end of the unit? How will we know if we were successful in our teaching?
How will we know if they really udnerstand change? I have no doubt that
students would have learned something, and been stimulated...but how will
we know if it the understanding that we wanted?
I won't bug you guys about this again. And I'll be delighted to join in
the design of activities because we have some pretty terrific ideas from
which to start already. But I felt that I needed to raise this question
one last time.
---------------------------------------------------------------
BILL WROTE: Something clicked when I read through Marsha's note, and I went
scrambling for my _Understanding by Design_ book. Sure enough, Stage 1 is
"Identify Desired Results" followed by Stage 2 "Determine
Acceptable Evidence" and Stage 3 "Plan learning experiences and
instruction," all of which makes sense to me.
So all these sub-essential questions and other questions which may relate
to various national and/or state standards would be related to Stage 1,
right? In other words, we're working on getting specific about what our
desired results are.
Most or all of you may have already gotten this... but somehow I am just
now putting it together.
Okay... with that in mind, here are some more ideas for relating general
sub-essential questions a.k.a desired results to subject-specific desired
results (with Anne's grid in mind)... just brainstorming, nothing written
in stone ;-)
*How can you effect change in your community? City? World?*
Language Arts:
What is your personal notion of a utopian society?
Are utopian societies desirable?
What can be done to change society if people are happy with the way things
are and you aren't? (_The Giver_ would be an excellent book for these questions)
-> I would want students to be able to form their own well-reasoned opinions
on these questions and express them in some sort of clear and/or convincing
way.
French:
What are some of the imperfections you perceive in French society?
What imperfections does Jacques PrÈvert perceive, and how does he
try to address these issues? How else could those issues be addressed? (the
poems "Le cancre, "Le paysage changeur" and "DÈjeuner
du matin" would work well here)
-> I would want students to understand the reality about French society,
debunking untrue stereotypes while implicitly conceding that
*What are common patterns of change?*
Music/Language Arts/History:
What do you have in common with adolescents from other times? (David Bowie's
song "Changes" would be excellent for this question; some study
of the initial adult reactions to jazz, Elvis Presley and Eminem would also
be illuminating; _Cheaper by the Dozen_ has some good chapters on parental
reactions to adolescent fads of the Jazz Age, etc. etc.)
-> I would want students to understand that while there are special and
unique circumstances to their own youth, that much of what they are going
through is part of the universal human condition. Wait... is that trying
to put my thoughts in their heads?!
Well... in the immortal words of Porky Pig, "th-th-that's all folks!"
For now anyway.
---------------------------------------------------------------
ANNE (back from her trip) WROTE: I like Keith's truly integrated unit approach.
Does this amount of curriculum flexibility work for everyone?
Could your entire team focus on the energy crisis if, for example, the science
teacher was supposed to be teaching oxidation numbers according to the district
pacing guide?
One thing that is a nationwide theme for an interdisciplinary unit would
be Keith's idea of civil rights - that would be a natural for Black History
Month. Or Week.
So, now we need to make a decision on whether to (1) choose a thematic topic
and develop it in individual subject areas or (2) choose a theme and do
a completely interdisciplinary unit. Which would be more useful? Anne
---------------------------------------------------------------
ELLEN WROTE: Concerning Anne's remark that:
"So, now we need to make a decision on whether to (1) choose a thematic
topic and develop it in individual subject areas or (2) choose a theme and
do a completely interdisciplinary unit. Which would be more useful?
Isn't is possible to do both? Although *true* integration is always our
goal, not everyone who might use these materials has the benefit of working
on teams or with teams where everyone is cooperative. I think the more options
we have for people, the more useful the document will be for teachers everywhere.
I think my main interest for the activities is that they are good examples
of constructivist-based teaching. Creative, engaging, challenging...
---------------------------------------------------------------
ANNE WROTE:
Let's use the grid to post some learning objectives for change. Then we
could suggest activities to accomplish those objectives for each subject
area. In this scenario, there wouldn't necessarily be an effort on our part
to integrate the subject areas. This would be more like a cafeteria-style
menu of activities from which teachers at different schools could pick and
choose - design their own Change Unit suited to their kids and their needs.
In other words, we'd be constructing a MiddleWeb Toolkit for a change unit
rather than putting together the unit ourselves. John might actually be
able to post our Change Toolkit on MiddleWeb and let other teachers (not
necessarily members of the MW list) add to it, use it, comment on it, and
continue to build it. This could actually become a feature of MiddleWeb.
From time to time we could meet online and construct toolkits on various
themes for use by our colleagues.
Ellen said, "I think my main interest for the activities is that they
are good examples of constructivist-based teaching. Creative, engaging,
challenging..."
Amen and amen! Absolutely! We could even build a WebQuest element into the
unit.
Then, our great, patient, long-suffering listserv guru - John - would have
even more things to juggle and do. I understand he has some free time now
between 2 am and 4 am. Right, John?
I may have strayed too far afield from our original intent and, if so, forgive
me.
---------------------------------------------------------------
ANNE THEN WROTE:
Bill just made my day! I've been in such a tailspin I've sent two emails
to the wrong people today. Bill just sent this one to me by mistake instead
of posting to the project list. So, I'm posting it for him.
Thanks, Bill! Anne
****************
I find Anne's idea of making an on-line "toolkit" to be very appealing.
I was also drawn to Keith's idea of finding an overarching idea. While I
find "energy crisis" a little intimidating from a foreign language
and/or music point of view, I feel that "civil rights" would fit
well. Ellen seemed drawn to that one too, as well as the notion that we
can create a unit which is as integrated as possible all the while recognizing
that some people will, by choice or by necessity, have to pick and choose
from what we have. In short, I am in favor of combining the three ideas
- though it sounds ambitious, as I think about it, it seems almost easier
in practice.
And should we agree to this, when we carry it off I agree with Anne that
it would be nice to have the unit be an ongoing, growing, living thing.
Dare I suggest we come up with a new toolkit every summer?!
Off to cook dinner... and brainstorm other ideas... and eventually see what
others have to say about Keith's, Anne's and Ellen's ideas.
---------------------------------------------------------------
BRENDA WROTE:
Quoting Anne: "Let's use the grid to post some learning objectives
for change. Then we could suggest activities to accomplish those objectives
for each subject area. In this scenario, there wouldn't necessarily be an
effort on our part to integrate the subject areas. This would be more like
a cafeteria-style menu of activities from which teachers at different schools
could pick and choose - design their own Change Unit suited to their kids
and their needs."
I think Anne is on to something here. I can visualize this. a grid would
allow schools/teachers to customize their own "Change" unit based
on their individual teaching situation.
I find (for me...the visual learner) that grids help me get my mind around
something complex (which multi-faceted unit this has the potential of being).
The grid could be color-coded (Science-related activities in blue, Music
related in yellow etc).
---------------------------------------------------------------
MARSHA WROTE: As I was coming back yesterday reading a wonderfully little
book about Golda Meir, it came to me that maybe what we're really going
to change is ourselves.
This process has made me sit back and think about what I want to say and
how I want to say it. That certainly is an exaggeration of my normal operating
style and has given me more food to mull around about.
I've read over the postings and I think we have some terrific ideas, as
I've said before. I see these ideas blending into something very broad in
scope so it can be widely applicable. For example, I was thinking about
change in language arts. Rather than focusing in on one novel or story,
I would propose a student question of "How can I figure out (or change)
what this text means to me?"
This subquestion would then lend itself perfectly to a comprehension strategy
like those we found in Mosaic or I Read It. Not only would students have
the benefit of reading the novel, but the added benefit of using "metacognition"
to come to a place of understanding that they have changed the way they
read---i.e., they are more capable readers now that they have learned the
strategy than before.
I see two benefits to me as the classroom teacher. First, we have something
to measure that reflects our goal of "Change in me and My World".
We can actually measure if we accomplished our goal at the end of the end.
Can the student use a comprehension strategy and improve their ability to
make meaning from the words? Measurement is sweet in that it allows us to
"prove" what we say in terms that all audiences understand (our
parents, our administrators, ourselves, our colleagues) and not have to
rely on our gut feeling that the kids got something.
If I didn't learn anything else by going through the National Board Certification
process, I learned the value of being able to back up what I say with evidence.
So I guess I always tend to think of evidence in the beginning because it's
too late to figure how you're going to prove something at the end. You might
not have the "right data".
Second, this type of subquestion helps student to see a bigger picture of
change than what the novel discusses. It helps them find value in what they
do as they fill their toolbox. That metacognition thing is a biggie---I'm
sure I don't know all the documented benefits of doing this---but I know
it's important for students to perceive that they are learning something
of authentic value. In this case, a reading strategy that improved their
ability and that can be used in other settings.
Could we use this type of question to fill in the grid? That's how my mind
is working through Change. How does that match with yours?
---------------------------------------------------------------
THEN MARSHA WROTE:
Bernie Dodge just sent out an update on a Webquests that address Change.
Here's the link....See if any hit home for what we want to accomplish.
http://edweb.sdsu.edu/webquest/designpatterns/CM.htm
If you get to grooving on that topic, he's just introduced a new matrix
(at least to me) about many interesting topics.
http://edweb.sdsu.edu/webquest/designpatterns/
PS I said just sent out, but I've been gone on vacation for the last three-four
weeks, so it's not brand new.
---------------------------------------------------------------
KATHY WROTE:
Quoting Marsha: "That's how my mind is working through Change. How
does that match with yours?"
I am 100% in agreement with marsha. This whole project has refreshed what
I learned by going through the NB process. The conversations and the discussions
assisted me personally in putting Change at the forefront of one of my early
units...the home unit. This work continues to be a significant change for
me. As I write this my tummy is in a bit of a turmoil. I have entered that
wonderful area of disequilibrium where i am pushing my self toward the edge.
Next I think about the superb conference I attended last week where everything
we are talking about doing was recommended. The connection between the purpose
of the unit/lesson and the assessment was constantly stressed. We need to
make those links explicit for our students. having said all that Marsha's
message forced me into another "aha" moment. Thank all of you
for pushing me to continue changing & improving the way I think about
teaching & learning.
==============================================
HERE'S WHERE WE BEGAN TO EVOLVE TOWARD A
WEBQUEST CONCEPT!
==============================================
BEGINS JULY 17
---------------------------------------------------------------
JOHN WROTE:
Quoting Bill Ivey: >What about starting with Anne's grid, and having
the sub-questions >within each discipline link to a list of possible
resources and >activities to use when working with that question? >
>If it would be helpful, John, you can farm some of the HTML work >out
to me.
Bill... How you could REALLY help:
Sketch out what you have in mind, or create a grid and fill in the cells
as you conceive they might be presented. Email to me as an attachment (best)
or fax it, if that works better in the medium you choose (maybe you're a
legal pad kind of thinker)...828-766-6522
I'll turn it into something we can use on the website. Do-able?
It will at least give us a start, and it will come from a teacher who has
a lot better idea of what will work in a classroom than I do!
---------------------------------------------------------------
BILL REPLIED:
Actually, if you take the grid you already made and posted at
http://www.middleweb.com/MWLresources/projectgrid1.html
...and simply turn the questions into links to other webpages each of which
lists resources and activities, you'd have something very like what I was
thinking of.
For example, the existing question "How does one style of music evolve
into another?" could be linked to a page including links to webpages,
book titles, names of specific compositions to play and listen to, open-ended
questions, articles, and anything else anyone could think of which would
help teachers design a lesson or two or more around that question.
Did I explain myself better this time?
---------------------------------------------------------------
ANNE WROTE:
I like the way you're thinking, Bill, about setting up the page with links!
That would be really cool, and would offer us a lot of options. Where would
individuals on the project list post our ideas and suggestions for addressing
the theme of change?
---------------------------------------------------------------
BILL WROTE:
Thanks, Anne. I'm glad you like the idea.
Once we've got the initial grid posted, we could simply have a link just
below it on which people could click to submit suggestions. These would
maybe best go to John (?) as he has kindly volunteered to be responsible
for the page. Others among us could also field suggestions if there were
some sort of "click here to send a suggestion" button on all the
activity pages.
As we develop the initial grid, there are several ways to approach it that
I can see (probably more I haven't seen!). We could each volunteer to assemble
one or more pages of resources/activities/etc. based on a subject-specific
question we want to take on. Alternatively, we could continue brainstorming
all together, and then volunteer to sift ideas out on different topics.
We could combine both ideas, keep the discussion public and ask for and
offer help while having different ones of us in charge of different specific
topics.
Before we move too far in any of these directions, of course, we should
probably settle the question of whether or not we want a unifying theme
such as "civil rights" (my favourite of the ones already suggested).
---------------------------------------------------------------
ANNE WROTE:
Okay - I like this idea. What do others think? I say, let's go with this
format and with the idea of creating a Toolkit for building an interdisciplinary
unit around "change." We could start with Civil Rights, which
certainly generated a lot of change.
Maybe we could start by letting everyone throw in ideas for any subject
area. I find that non-science teachers have great ideas for how science
plays into particular topics because they have insights into those topics
that I lack.
So, if we set up the grid and enter the links to the pages, my next question
is, would John send out an email with the links in them so that we won't
have to log onto the web site in order to submit ideas. I'm afraid that,
given our busy summers and lack of time, we'll lose participants if we ask
folks to remember to go to the web site and locate the grid and the page
links.
Once more - is this the direction we need to go?? I am woefully inexperienced
in creating true interdisciplinary units, and I don't want to be responsible
for doing violence to the concept! More input here, please!
---------------------------------------------------------------
MARSHA WROTE:
http://www.kn.pacbell.com/wired/fil/pages/webactivistla.html
I thought this was a terrific example of how to take our grid activities
and put them in an overview frame. This is a terrific WebQuest and I would
think it could address each of the things we've been talking about, but
from a more interdisciplinary mindset. So in addition to the subject specific
activities which break down the topic, this activity tries to unite change
across curriculum.
See what you think.
Marsha
--------------------------------------------------------------
ANNE WROTE:
Marsha, I just looked at the WebQuest you posted and you're right. I think
the format is user-friendly and makes a lot of sense. It also allows more
interdisciplinary interaction among subjects. And, it would possible meet
another need teachers express - how to integrate technology seamlessly into
the curriculum. Since we're an online group, a WebQuest seems a logical
idea.
If we go this route what do you perceive as the next steps, and how would
we work together to do this WebQuest? Like a lot of folks, I've always put
together WebQuests alone.
---------------------------------------------------------------
KEITH WROTE:
Here's a possible scenario for building a WebQuest (this similar to the
project referenced by Marsha):
1. Begin with the end in mind.
What is it we want students to discover and learn? What are the key
questions, goals, objectives? What essentials and content/skills do we want
to address?
***note: We have most of this covered already - perhaps all that's needed
is just deciding content/curricular emphasis and perhaps technology skills.
For tech skills see http://cnets.iste.org.
2. Acceptable evidence.
What will the project look like and how will students "show"
what they've learned?
Will it be open ended, a research paper, a test, group/individual project,
etc.? What will the assessment rubric look like (consider important/essential
learnings and skills)?
***note: the best and easiest approach may be for us to look at an "open
ended" project that involves
(1) a presentation to the class,
(2) some sort of graphic/text representation (publishing) of the work,
(3) final reflection. In this model, students choose project as they proceed
and use group talents and strengths.
Rubric could address
(1) evidence of learning/key questions/skills (content),
(2) presentation/publishing/media use (form & delivery),
(3) inter and intrapersonal skills (communication).
3. Resources.
Gather a list of resources and web sites that could be used. Consider
how the resources will be used.
***note: Maybe those involved can all come up with selected resources that
will be pooled together. This is an easy step for on-line collaboration.
Divide and conquer!
4. Project Management. This is the step most teachers are really good at.
This involves project set up, steps/check-offs for students, directions,
timeline, etc.
***note: this is where we usually start building a project.
The problem can often be that projects soon take a life of their own and
the activities become all-important rather than the learning.
The next step?
Take another look at the WebQuest
http://www.kn.pacbell.com/wired/fil/pages/webactivistla.html
...and note the structure/scaffolding that it uses and how it fits with
the steps outlined above.
Maybe we could pull into two specific sub-groups -humanities and natural
science?
Perhaps these teams could pick an emphasis and build a project a bit more
easily than the large group by choosing a curricular emphasis. When constructing
projects, teams can "farm out" different tasks depending on the
team member's skills and interests. As projects are being build, others
can look and add thoughts, ideas, suggestions.
Personal note: I've just taken on a new "contracted" position
in the private sector and right now am doing a lot of traveling to get up
to speed (home a day or two, gone 3-4). I already have a grant proposal
due by end of the month and other obligations that will keep me running
full time and then some. The nice thing is that once things are settled,
I'll be working out of my home.
---------------------------------------------------------------
AMY WROTE:
I have been struggling to wrap my mind around our project and how I could
use it in the future. My thinking at this point for how to involve Language
Arts and Reading was going in all different directions.
I was thinking of resources to use, books to read, activities to do in my
classroom, and frankly, I'm feeling overwhelmed. So, I sat back and thought
about exactly how to make this work for me this coming year.
The thing that makes the most sense to me and seems the most usable (is
to think about the big ideas (really essential questions) that I want to
focus on this year. (Why do we take English? Why is it important? How are
reading and writing connected? etc.) I want to address those big ideas on
a continual basis.
I think our essential question (How does change affect me and my world?)
is SO big that you really could plan a year around it. If my team were to
seriously do this, this is what our framework might look like:
Team Question for the year -- How does change affect me and my world?
Language Arts Questions for the year -- How does writing change me?
How does my writing change the world?
Acceptable Evidence: Writer's reflections after each piece of writing
in the required categories (expository, persuasive, narrative, descriptive,
and poetry) - Reflection will address the questions "How did this writing
change me? and "What influence could you/did you have on the outside
world?
Activities: Reading about writing and influencing change(Resources:
Chicken Soup for the Writer's Soul, Writer's Digest articles, something
that affected them that someone else wrote, etc.)
Reading Question for the year -- How does reading change me? (Similar
evidence with reflections for language arts) - haven't thought about this
one as much.
As far as where the project is headed, I like the idea of a pull-down and
select your topic site related to change - very usable and friendly. Maybe
one part of that is a web quest, maybe the entire thing? It seems too huge
for me to comprehend at the moment. I think we can continue to add on this
- maybe an ongoing project even during the school year?
Just some thoughts before I leave on vacation for a week. I look forward
to looking at your responses when I return! Thanks for pushing me to really
think on this.
---------------------------------------------------------------
MARSHA WROTE:
Yes Amy, I think your questions and ideas hit the mark dead center. At least
from my perspective. I would know exactly where I should look for evidence
of accomplishment based on what you wrote. I could design rubrics that would
measure tangible things.
This is outstanding and takes us in a way that will be enduring understanding
(no pun intended to the book chat :-> ). Wow!!! Can you imagine if you
could really help 7th graders understand how writing changes them over the
course of their year instead of something being forced on them. And the
followup question,,,How does their writing change the world. If that doesn't
demand attention because you've empowered them to go forth and do so.
About Amy's idea of writers reflecting...
I love reflections. Worked on my district's portfolio's committee for years
and these are the foundational pieces. Although a year's worth of them gets
old for students, at least in my district.
But I'll bet our group can develop some pretty cool variations on a theme
so the "same old thing" is masked pretty well. And if we also
demand that student show evidence of their learning alongside the reflection---almost
so it's a defense of their conclusion, if you will. It's not enough just
to say you've changed, "show me" where and how in your work.
Can you imagine how much responsibility these students will have assumed
for their own education at the end of a year taught under these ideas? WOW.
I love it.
Marsha
---------------------------------------------------------------
ANNE WROTE:
Amy's thoughts seem to mesh with the WebQuest idea. Bill? What do you think?
---------------------------------------------------------------
VALERIE JOINED THE DISCUSSION:
Amy,
I just signed on to listserv board and I am so happy--your questions are
definite food for thought. I was obsessing where and what I want to accomplish
with my seventh graders this year--year begins August 10.
Your questions have my mind moving in some interesting directions--more
later
Valerie McGahee
7th grade language arts and social studies teacher
Spirit Creek Middle School
---------------------------------------------------------------
BILL WROTE:
Wow, what an amazing work day you all had while I was out gallivanting around
with my son, my brother-in-law, and his family.
The webquest which Marsha found for us looks great, as does Amy's language
arts framework. Keith has come up with a solid scenario for us to build
on the work we've already done in designing a webquest. Keith also made
the excellent suggestion we divide into sub-groups such as humanities and
natural science to develop these webquests.
All of this makes sense to me. The one downside I had seen with the grid
idea was the likelihood there would be lots of space, i.e. various sub-essential
questions which ended up with only one or two subject specific questions.
Additionally, working in sub-groups would allow us to collaborate and support
each other in ways which we never could do if we were all working on our
own individual projects, while probably enabling us to focus and move more
quickly than if we tried to do one massive webquest involving all of us.
Would this enable us to do civil rights AND environmental issues? The first
seems more humanities-based, the second more science-based, though the line
is of course fuzzy here and there.
One suggestion... most of our oh-so-cool sub-essential questions will of
necessity fall by the wayside. Would we, could we, should we publish that
list of questions along with our webquests?
---------------------------------------------------------------
MARSHA WROTE:
I guess I would think doing a unit would be dependent on being able to link
to the larger objectives. Any unit can be done as long as there is enduring
understanding. That's why I think the lines are fuzzy. They're suppose to
be in my mind, because "we and our world" are fuzzy when we are
divided into school curriculum divisions.
It's also why Amy's questions are perfect---you could achieve her reading
and/or writing guidelines with anything you needed to. You could do civil
rights or environmental issues IF students could chart their progress and
the impact that change has had on them as people. It's not bound to the
civil rights or environmental issue--------it transcends all of that.
---------------------------------------------------------------
SUSIE WROTE:
Here is a great flowchart for developing a webquest:
WebQuest Design Map
<http://edweb.sdsu.edu/webquest/Process/WebQuestDesignProcess.html>
It's part of a very comprehensive page that has more than we would need:
WebQuest Training Materials
<http://edweb.sdsu.edu/webquest/materials.htm>
I think I just posted this a few days ago on the regular middle web page.
I'm in the midst of designing a webquest, due tomorrow, and a web page,
due Monday!
---------------------------------------------------------------
BEGINS FRIDAY, JULY 20
---------------------------------------------------------------
JOHN WROTE: I've been catching up on your conversation. I'm ready for some
direction. What would you like to do now?
The idea of working around the development of a Webquest seems to be catching
hold. Could someone perhaps enumerate the tasks we need to accomplish to
get there? Sort of a Step 1, Step 2, Step 3 approach?
Bill? You seem to have the knack!
I'm ready to help, but I'll confess that you ace teachers are leaving this
struggling journalist behind. Professional context is becoming more and
more important!
PS: Marsha mentioned this webquest models link earlier...might be worth
repeating. Poking around at this page could ignite some additional brainstorms.
http://edweb.sdsu.edu/webquest/designpatterns/
---------------------------------------------------------------
BILL WROTE: (In response to John's note)
Me? The knack? Eep.
Trying my best to rise to the challenge, here's what I came up with... as
always, I hope it's helpful!
I decided to start with Susie's suggested website at
http://edweb.sdsu.edu/webquest/Process/WebQuestDesignProcess.html
This details five main steps to the process of designing a website,
- choosing a topic
- choosing a task
- designing the evaluation
- developing the process
- refining the aesthetics and finishing up the details
It seems to me as thought this fits in well with Keith's ideas about
- beginning with the end in mind
- determining acceptable evidence of learning
- gathering resources
- managing the project
It also seems to me as though Amy's framework could easily be incorporated
into this process in a variety of ways.
In choosing a topic, the site recommends that the webquest
- be tied to local, state or national curriculum standards
- replace a lesson that you've not totally satisfied with
- make good use of the Web
- require a degree of understanding that goes beyond mere comprehension
We certainly have the general topic in our essential question, we've had
a fair amount of discussion about tying our work to some sort of curriculum
standard (tricky for us because so many of us are dealing with different
standards), and we've had good discussion about going deep into enduring
understandings. "Replacing a lesson" isn't an appropriate goal
for us, and let's just assume we will" make good use of the Web"
;-) So okay, on to the next step: choosing a task.
The website enumerates a wide variety of tasks from which to choose
(see http://edweb.sdsu.edu/webquest/taskonomy.html
for more information)
- retelling (basically learn-and-regurgitate; probably not for us)
- compilation (gathering and organizing information)
- mystery (wrapping the webquest in a fictional story)
- journalistic (similar to compilation, but deeper and more, well, journalistic)
- design (creating "a product or plan of action")
- creative product (similar to design but more open-ended; often tied to
performing arts)
- consensus building (self-explanatory)
- persuasion (also self-explanatory)
- self-knowledge (um, also self-explanatory)
- analytical (understanding aspects of a topic and the interrelationships...)
- judgement (understanding the topic plus developing a system on which to
base judgements)
- scientific (essentially collaborative research and science projects)
At http://edweb.sdsu.edu/webquest/task-design-worksheet.html
...the website gives a worksheet which may be used in this part of the planning
process. Basically, we would need to choose which of the above 11 types
of tasks we want to do, being careful to note the enduring understandings
we are aiming for as they relate to the various standards we each have to
deal with, any skills we might want students to develop (e.g. logical thinking,
problem-solving, compromising, etc.), preliminary ideas about what resources
are out there (people, places, institutions, stories, etc.), and possibly
ideas about what factual knowledge we may want to develop (e.g. events,
ideas, etc.).
So here's my recommendation: that we hear from anyone who has developed
a webquest as to whether any of this makes sense to them, and if it does...
1. decide on one or more over-arching issues
2. if there is more than one over-arching issue, divide into groups
3. each group go to work on the "choosing a task" phase of the
project
4. moving on (this email is already too long to go into detail about the
next three phases of the project)
What do you all think?
---------------------------------------------------------------
THEN JOHN WROTE:
BILL has risen to the challenge! What say the rest of you? Could we decide
by late Monday where we'd like to go from here, if anywhere?
---------------------------------------------------------------
MARSHA WROTE: Here's what I was thinking about our direction. Bill has summarized
the topics outlined in Bernie Dodge's pages very thoroughly.
Quoting from Bill:
"We certainly have the general topic in our essential question, we've
had a fair amount of discussion about tying our work to some sort of curriculum
standard (tricky for us because so many of us are dealing with different
standards),
"I think we could get around this problem by sticking with national
standards in this group's unit. Then individual teachers can customize it
to their own state and local standards.
"...and we've had good discussion about going deep into enduring understandings.
"So here's my recommendation: that we i. hear from anyone who has developed
a webquest as to whether any of this makes sense to them, and if it does..."
This is how I've learned do create webquests. That's why I sent everyone
the links that you've referenced here. It really works and Bernie Dodge
has guided hundreds of teachers through the process using this framework.
So I'm positive it has a proven track record we can trust to be useful to
us. IF we want to create a webquest.
Doing a webquest only makes sense if using technology and the web is one
of our goals, though. Let's not just use computers for the sake of using
them. I only proposed this link because it felt like we were stuck and Bernie's
approach was most accessible.
The other alternative is using the UBD site and housing our unit. I've been
working on finding out if this would be possible using my personal account
somehow. But I haven't heard back from them yet. BOTH the WebQuest or USD
approach unit-construction from the same basic methodology, though.
So it won't matter which we pick to go from here except to record what we
create. Heck fire, he's so easy to work with, we might approach him to read
through what we create and give a quick critique. Don't know if he'd have
the time, but maybe.
1. decide on one or more over-arching issues
2. if there is more than one over-arching issue, divide into groups
3. each group go to work on the "choosing a task" phase of the
project
4. moving on (this email is already too long to go into detail about the
next three phases of the project)
These steps are straightforward and easy to implement. We still wouldn't
be committed to a specific medium, which gives us max flexibility. So I
think using Bernie's checklist would be terrific. The only trick will be
to dovetail step #3, because you can't have too many tasks going on at once.
Otherwise, the tasks become diluted and the kids miss the overarching issue
connection.
I'm thinking this is just beginning to get exciting. I'll be anxious to
read what you all have to say.
---------------------------------------------------------------
MARSHA ALSO WROTE:
I wanted to send this link along to everyone.
http://www.relearning.org/
I bought a membership in Learning By Design a while ago. It had some problems
and I couldn't really use it very effectively.
Others must have had the same problem. It is supposedly redesigned and is
now offering free charter memberships to teachers. This is where we might
house our unit, if we don't go the WebQuest way.
Anyway, I thought you might like a place to check out in all your free time
this summer. :->
PS You can even get a free Assessment Wizard Demo. Could be a very cool
thing to use staff development $$$ on in the fall if the demo is helpful
in constructing rubrics.
---------------------------------------------------------------
DIANNE WROTE:
Thanks, Marsha. I've submitted my membership info. This should be useful
next year when we start working on NCA evaluation and continue with curriculum
realignment.
---------------------------------------------------------------
BEVERLY WROTE:
I'm leaving for Spain for two weeks so will need to unsubscribe to MWList
and MiddleWeb for that time. I look forward to catching up and am sorry
to miss the Brain Research and Understanding by Design discussions! I am
grateful they will be archived.
I, too, find the idea of creating a WebQuest daunting! I am not sure that
a WebQuest concept would result in something a technology poor school could
benefit, but perhaps what the group develops could be adapted.
Few computers on our school network (and none in the lab) have video and
audio capabilities. I downloaded and installed Real Player on my classroom
computer before I found out that was forbidden, for instance. I've been
frustrated time and time again in the computer lab when I planned a lesson
built on websites that kids then couldn't access the best parts.....
Is that a risk to what is planned for our "Change" Project? Having
already incorporated the essential question into my planning for the fall,
I'm a bit concerned--but not dissuaded! We MiddleWebbers are masters and
mistresses of modify and adjust.....
---------------------------------------------------------------
JOHN WROTE:
I was exploring the handouts from the recent NECC conference (mentioned
by someone on one of our lists - lots of good webquest info there) and came
across this brain-tickling presentation about scaffolding, webquesting,
backward design, and graphic organizers... worth checking out!
SCAFFOLDING FOR STUDENT LEARNING http://www.greenville.k12.sc.us/league/NECC/scaffolding.htm
"Scaffolding" is a teaching strategy that "provides the support
and structure necessary for students to learn new information or complete
assigned tasks successfully." This presentation for the 2001 NECC conference,
developed by Greenville (SC) Schools instructional coach Toni Norris, has
a middle grades focus. This version, located on the school district website,
is offered in slide show format with hot links to other resources. A somewhat
easier-to-read version (without active links) is available at the NECC post-conference
webpage:
http://confreg.uoregon.edu/necc2001/NECC_CD/presents/norris/present.htm
---------------------------------------------------------------
BILL WROTE:
Well, the weekend has passed relatively silently, which always makes me
wonder. Silence before has meant different things with us - always respect
for ideas, yes, but sometimes tacit approval, sometimes a vague discomfort,
and of course sometimes vacation...
Is is fair to assume that we are off on a Webquest? With that question out
there, and with Marsha weighing in as an experienced webquest person to
confirm the above plan, it seems like we need to decide about over-arching
issues. We have environmental issues and civil rights on the table, with
some degree of consensus that these topics are interrelated. Personally,
as a French and music teacher, I would find civil rights much easier to
deal with. What about the rest of you? (Keep in mind, we could possibly
divide up into groups if we end up with two different over-arching issues.)
Bill (who will be gone from July 29 - August 5, by the way)
---------------------------------------------------------------
ELLEN RESPONDED:
I think perhaps I am confused, and somebody here may be able to offer some
clarification to me. We have our deep principles and essential question.
Now we are deciding to develop a Webquest that embeds the deep principles
and essential question in an over-arching issue...Am I interpreting "over-arching
issue" correctly if I call it a unit theme? If so, I don't know if
I really want to limit our work to one or two themes, mostly because it
then limits the number of people who may be able to use our work.
For example, I am limited in the novels and literature I have available
in the classroom and by the themes that my team is willing to collaborate
on. If we create a unit around civil rights, I already know I don't have
the materials, and sixth grade in my district does not touch on civil rights
at all, though we could probably skew the way we looked at our history benchmarks
to make it "fit."
Another question I have is, does concentrating on themes water down our
concentration on the the deep principles and essential question? Themes
are wonderful, but sometimes it seems as if we spend so much time trying
to make our curriculum fit in with the theme that it's almost unnatural.
Wouldn't it be more beneficial to examine our topic--change--across disciplines
in areas where it naturally arises?
I may be totally confused or off base here, and if so I would appreciate
your help in trying to understand. I think collaborating on this project
is possibly the most challenging project I've worked on so far; I've already
grown tremendously in my thinking!
Thanks in advance for your feedback and assistance.
----------------------------------------------------------------------
NAOMI AGREED:
I share Ellen's concern. I love the idea of a webquest, although the technology
in my old school would not support its use at this time.
However, I thought that the initial idea of the essential question "How
does change effect me and our world" I believe, was broad enough to
encompass exploration/investigation etc. in all grades and all subjects.
I think a WebQuest on Civil Rights would be one wonderful component. If
I remember the discussion correctly, we were looking at a variety of extensions
(from a river study to what are the consequences to personal change....or
lack of personal change).
Clearly we have choosen a difficult task. Maybe we need a little division
of labor.
----------------------------------------------------------------------
SUSIE WROTE: One of the key parts of a webquest is determining what task
you want the students to accomplish (of course, having in mind the standards
that you want to address too).
It might be a little difficult to select just one task that would fit for
each of us. I still like the idea of a webquest, and I still like the idea
of change. The task is generally an open ended, sometimes controversial
assignment, even impossible to answer, so that it will provoke student discussion,
cause them to take a stand and try to support it, etc.
I'm not feeling very eloquent right now, but most of us could use something
like, "When is change good, and when is it bad?" in almost any
subject. Each of us in the process and resources part could individualize
for our subjects.
Actually, a webquest doesn't have to be done on the web. They are often
used for the research aspects of the web. You don't have to have a lot of
technology.
----------------------------------------------------------------------
MARSHA WROTE:
You're exactly right Susie. It's just one suggestion---and we could use
the performance outputs to define how we will assess our student learning
in whatever we design. Take what works and leave the rest.
This doesn't have to be an all or nothing proposition. We can take the elements
that are transferrable to our project and leave the rest.
-------------------------------------------------------
JOHN WROTE:
Time to call it a day?
I've just read the messages from the last four days rather carefully. We
seem to be a bit stuck. We have several pretty good suggestions about moving
forward, but there's obviously some disagreement about which route to take
and how we might get there. I suspect that in the back of many folks' minds
is the fact that school will be starting before long and there won't be
much time for this listserv experiment once that happens.
Some of our stalwart listserv participants have "taken a powder"
on this already. Folks are coming and going, and momentum rises and falls
as a result. The effort to "catch up" when one returns (despite
my determined effort to archive the conversation!) is considerable, and
I'm sure that's why we've lost some folks who were enthusiastic participants
at the beginning (almost two months ago!).
Perhaps some of you have ideas about a way we can reach some finish line
from here within the next week. I'd say that's the realistic deadline, with
school rushing down the mountain toward us!
If not, then my suggestion is that we try to wrap up this fledgling effort
in the next few days by focusing on several questions that can help us try
again at a future date, better prepared to reach our ultimate goal.
I have 4-5 questions in mind, the answers to which would be a huge help
to me as I try to think through ways to be a better supporter of such a
project in the future. But before I post them, I'd like to see a show of
hands:
**Is it time to declare victory and go home?**
If we do decide to end this first effort, we haven't failed, of course.
It's clear that many folks on the project listserv are thinking more deeply
than ever about curriculum design, essential questions, overarching themes,
assessment, etc. And we certainly want to gather up everyone's insights
and "learnings" before we finish.
So...what shall we do?
---------------------------------------------------------------
ANNE WROTE:
John, I think that it's time to wrap up our first interdisciplinary work
project. I've been "absent" for the last few days because I'm
wrapping up 10 hours of summer doctoral work, this week while developing
materials for a two-day workshop in NC early next week, and working full
time. I've stretched as far as I can already for the past few days.
I think the interdisciplinary effort needs an official leader/decision-maker
to bring closure to one part of the effort, move on to another, and organize
who will do what. That person could be (s)elected by the list participants,
or could take the leadership role from the first.
I think the wrap-up for this summer might include a summary of our ideas
to date, and that these should be posted on the MW list as an FYI. This
interdisciplinary topic doesn't have to disappear off our radar screen .
. . just go from Phase I (this summers work) to Phase II at some point.
---------------------------------------------------------------
MARY ANNE WROTE:
We have certainly accomplished quite a bit in this venture. I admit that
going away for two weeks in the middle put me a bit out of the loop. Try
as I might, when I got back I was confused as to where this went while I
was gone.
I f I match the archives with UBD templates then we have successfully completed
the development of the concept, enduring understandings and essential questions.
From there we got bits and pieces of learning experiences, some of us even
began to brainstorm activities. The middle "the performance assessment"
is something that I think each individual teacher would want to develop
on their own.
I will say that I plan to use a lot of what we have done with my kids and
with the teachers at school. There is so much richness in what we wrote.
I know nothing about creating a webquest. It is something I would eventually
like to pursue in the future.
I guess what I am saying is that I agree with John and Anne. I started back
to work on Monday and have already filled my calendar for the next two weeks.
---------------------------------------------------------------
ELLEN WROTE:
I think it is time not necessarily to give up, but to table what we have
and gain some perspective. I would really like to take another stab at it
at a later time, and I suspect many of us feel that way. I think a little
reflection about what was effective, what we have learned both about online
collaboration and about unit design, and how we can improve both in the
future would be helpful. As I think John mentioned at some point, our attempts
at online collaboration are pioneering. What can we learn from what has
happened so far.
I'm wondering when we would like to pick it up again. Next summer? A vacation?
I'd really like to see us develop this further, but I know that I am as
busy as the rest of you sound during the school year. Suggestions?
I have already learned a great deal about effective unit design and lesson
planning. I caught myself telling a colleague of mine, "Start with
the end in mind, then you'll be able to figure out what activities to use,"
as she was struggling through planning an inservice. Just that concept alone
has changed my practice tremendously.
I, too, will be gone from August 10-19 to Peru, so my time is running out
as well. BTW, has anyone ever been to Peru? I'd love to have some activity/restaurant
recommendations. Email me privately at ellen@accessus.net if you have anything
to share!
---------------------------------------------------------------
BILL WROTE:
I felt mixed regret and relief at all those "TIME TO CALL IT A DAY?"
subject headers in my mailbox before even reading the emails, and that relief
part suggests that I too feel we need at a minimum to take a break. Like
many of you, I've learned a great deal from this process, and I hope and
imagine I will be a better teacher this year as a result.
As we wrap up for now, I would like to see John's four questions and maybe
take a few days to get initial impressions on what worked and ideas for
improvement. Would it be valuable to ask some of those who used to be in
the group for their impressions too? Would it be valuable to revisit these
questions in a month or two and see what additional thoughts time and perspective
will have brought us?
---------------------------------------------------------------
KATHY WROTE:
Well I have been thinking about this and I guess I too see the need to put
it away. i have taken the theme & essential question and already adapted
it into a standards based unit. Because I am self contained, I will continue
to do that in all subject areas.
I am back into getting my room ready...is summer over already???
---------------------------------------------------------------
MARSHA WROTE:
Given that I started back to work on Monday, in my new position, I would
welcome reflection time on "Change". I also agree with suggestion
that we should poll not only those that are remaining, but those that have
dropped.
John, what are your questions?
--------------------------------------------------------------
ANITA WROTE:
I am afraid that I haven't added much to this discussion. By the time I
got online and read what everyone else had written, what I wanted to say
had been said. :) "like minds" and all that....I too have learned
a lot just from the reading of the many postings.
My family and I are going to the States to visit for the first time in two
years. We will be gone for three weeks visiting family in central Texas,
eastern Oklahoma and Kansas. I was dreading missing all that a web quest
entails, wanting to be a part in some small way. When we return, I will
be back at school fulltime as a new team leader -- new responsibilities,
new classroom, etc. My time will be fully occupied until I get a handle
on everything.
I, too, believe Phase I is over. But, I would like to be a part of Phase
II when it comes around. :)
You do not know how much MiddleWeb has affected my life. Thank you.
---------------------------------------------------------------
KEITH WROTE:
I was just reading an article in our local paper about Internet ups and
downs. One of the things mentioned was that the next big arena will be the
sharing of everything - ideas and documents - in real time. As a person
who has recently joined a "virtual office" team, I think that
there's a lot of trial and error along with training and tool development
that will become essential for all of us to be successful with this type
of learning. The project and attempt was somewhat visionary and, like formatting
your first hard drive or learning "DreamWeaver", the learning
comes from the process not necessarily from the project.
I can tell we are working with a great group from the comments such as,
"I plan to use a lot of what we have done with my kids and with the
teachers at school" and "I think a little reflection about what
was effective, what we have learned...would be helpful." Perhaps in
the old school evaluation our attempt at this unit would be labeled a "failure",
but with "alternative assessments" we can pull out key learnings
and apply them to our lives. Think about how many students struggle with
projects and difficult tasks, yet teachers "have" to (ahem) fail
them because they didn't complete the project.
I am working with a team to develop some of the tools needed to help teachers
with this very process, so I look forward to reading your ideas and reflections.
I'm sure John's questions will spark some more great dialogue and hopefully
plans for the future.
--------------------------------------------------------
CLOSING COMMENTS
JOHN WROTE:
Dear Friends -- All of you are exactly right -- this experiment was not
a failure, but a necessary step. Imagine all the scientific research that
ends without a major breakthrough, and how often the experiences gained
through that research lead to breakthrough later down the road. That's exactly
the situation we're in!
My questions are the same questions any of you would come up with, I think.
I will greatly appreciate it if everyone now on the list would provide some
feedback, using these questions and including any other thoughts they have.
Bill mentioned polling folks who had left the list. Actually, very few have
-- perhaps two or three. Remarkably, there are 30 people on the list now.
Lurker-City!
Before I list the questions, let me say that I agree that we might be able
to pick up this work and move forward at a later date, if we can organize
it in such a way that anyone interested could do a quick review and get
up to speed. Our memories will flag, I imagine, as the year rolls on. ALSO,
Keith Mack's comments are really "on point." One reason we reached
a bit of an impasse has to do with our (my) inability to devise easy-to-use
methods to 'brainstorm' visually online. I don't know about you, but I'm
really a 'graphical thinker' and always pull out a pad and start drawing
graphic organizers when I'm thinking something through. If we could find
a way for everyone to share this way -- like we would if we were all together
in a conference room with a fat white pad of poster paper -- we'd have a
tremendous tool that could help us move ahead.
Finally, Anne Jolly's comment about the need for a mentor/leader/manager
in a project like this is worth thinking about. See question 3 below. You
might want to read all the questions before you begin answering them.
THE (Clusters of) QUESTIONS
1. When we began this project, what did you hope to get out of it? What
were your expectations? How did you connect the project to your own professional
work? What did you expect the final product to be?
2. As the project evolved, what 'creative frustrations' emerged for you?
Did you have any of those "If only we could..." or "Why don't
we..." thoughts? What were they? At what points did the process seem
to break down some, and why? What might we have done, given our current
resources, to make more progress than we did? Can you really DO something
like this, with people coming and going, vacationing, seminaring, etc.?
3. Looking beyond the actual resources we had (a committed group of sharp
professionals, email, a website where we could post things in a limited
way, a list manager with limited time to do stuff), what other tools and
resources might have helped move us along and perhaps reach our ultimate
goal? Feel free to do some "imagineering" -- invent the solutions,
if you're not sure they exist. Would it have helped us to have a designated
leader who could make decisions about work-sharing, etc.? Is that possible
in this most democratic of forums? What if we had contracted with a curriculum
developer to join us in our journey and help us through the rough spots?
4. What did you/we gain from participating in this experiment? Be as specific
as possible! Is it worth doing again? Should we pick up the current project,
or start a new one? If so, what's the best time to do that?
As I note, these are clusters of questions, and they leave plenty of room
for your unique perspectives. It will help me if you'll try to organize
your comments following the 1-2-3-4 format. I think I've made this loose
enough to accommodate most of your feedback, but if not, please add:
5. Other comments
I really enjoyed this process. Thanks so much for agreeing to be the lab
rats in the MiddleWeb Listserv's first online collaborative experiment!
----------------------------------------------------
DEB WROTE:
THE (Clusters of) QUESTIONS
1. When we began this project, what did you hope to get out of it? What
were your expectations? How did you connect the project to your own professional
work? What did you expect the final product to be?
I hoped to come away with an understanding of the way(s) to do collaborative
planning online. I also hoped to kick around ideas for a rigorous unit that
would be useful in our schools, complete with a menu of possible materials,
activities and assessments. I even hoped that some folks might use the unit
and share student work, teacher reflections, refinements etc. as the year
wore on...
2. As the project evolved, what 'creative frustrations' emerged for you?
Did you have any of those "If only we could..." or "Why don't
we..." thoughts? What were they? At what points did the process seem
to break down some, and why? What might we have done, given our current
resources, to make more progress than we did? Can you really DO something
like this, with people coming and going, vacationing, seminaring, etc.?
I was frustrated with our inability to post visually. I like to brainstorm
collectively with colored markers in big webs etc. I'm still hooked on the
idea that this is possible on some type of techno bulletin board, but my
ill fated attempts at an online "Chalk Talk" should make it clear
that I'm long on ideas and short on the know how in this regard.
Also, I got a bit confused by the separation of the project and the UBD
discussion, maybe we should have combined these two pursuits so that we
were all trying for the same format...just a thought.
3. Looking beyond the actual resources we had (a committed group of sharp
professionals, email, a website where we could post things in a limited
way, a list manager with limited time to do stuff), what other tools and
resources might have helped move us along and perhaps reach our ultimate
goal? Feel free to do some "imagineering" -- invent the solutions,
if you're not sure they exist. Would it have helped us to have a designated
leader who could make decisions about work-sharing, etc.? Is that possible
in this most democratic of forums? What if we had contracted with a curriculum
developer to join us in our journey and help us through the rough spots?
I'd like tech help, but I think we've got the ideas for curriculum in our
midst.
I liked the way various members stepped up to the plate and gave leadership.
4. What did you/we gain from participating in this experiment? Be as
specific as possible! Is it worth doing again? Should we pick up the current
project, or start a new one? If so, what's the best time to do that?
I learned that it's hard to brainstorm in this format. I learned some lessons
about generating essential questions and I benefited from the collaborative
decision to return to a question for the students. I liked the three legged
stool metaphor, way back when, about the overarching question and the supporting
ones. Our process made me think about my previous tendency to rush right
into materials and activities without pushing for the heart or essence first.
While I always wanted to hear other folks' ideas about resources, I thought
it was powerful to dwell in the question stage.
5. Other comments
I'd like to return to this project after or sometime during the UBD conversation.
I think our timing might have hurt us. I know that I was away or my mail
was down off and on and it hurt my focus and involvement.
---------------------------------------------------------------
BILL WROTE:
1. I hoped to learn more about the process of planning a unit, thereby improving
my ability to plan for my own courses. I imagined the final project would
be lists of resources, questions and activities built around some sort of
theme (not having really grasped "essential question" yet), and
I was guessing I would develop my own French and music lists more or less
solo while other LA teachers, science teachers etc. were more likely to
collaborate. I suppose my prime motivation was simply to spend more time
with my online colleagues from whom I've learned so much already.
2. My personal creative frustrations mostly derived from the feeling I was
in way over my head - I'd keeping hitting the wall, someone would point
out something liberating, I'd work to understand that, run with it, then
hit another wall. Beyond my own personal limitations, I found (going along
with Deb's earlier observation) that we were having a hard time striking
a balance between having respect for all ideas and knowing when to move
on. I wonder if next time we might do some sort of "let's try to all
be online on this day and at this time" thing in working out the essential
question, and then agree on a timeline of some sort for the remaining stages
in the process. That way, people would be able to anticipate their comings
and goings in the context of what might be happening with the group, and
the issue of moving on might recede into the background.
3. Keith's ideas in this area are great. Moreover, in retrospect, would
a couple of evenings in a chat room somewhere have helped? I'm not sure
if we needed a leader so much as a defined way to agree when it was time
to move on (this is why I like the timeline). Any ideas about how work should
be shared out during each stage of the process could be jointly agreed upon.
A curriculum developer would be different from a designated leader within
the group, and from this outside perspective might well have been able to
move us through the rough points; on the other hand, this would detract
from the "we're all in this together and look what we can do"
feel we developed this summer. Personally, I think we could do it solo with
all we've learned this summer.
4. I learned a great deal about backward design, challenged myself to think
more deeply about what student understanding really means, gained a great
deal of awe and respect for what really good teachers do routinely, and
developed sort of a post-Outward Bound feeling for everyone who was in this
together. I think it is definitely worth doing again, but despite the deep
affection I have for our essential question, I think we should start over
from scratch to be as inclusive as possible of any new group members who
might turn up over the coming year who would want to be involved. I do think
summer is our only serious chance to do something of this magnitude, even
if it means restricting the project to 4-6 weeks or whatever.
5. Congratulations to everyone for all their hard work, research, suggestions,
positive thoughts, courageous comments, and more.
---------------------------------------------------------------
BRENDA WROTE:
Here are some of my thoughts regarding the "Change" project discussion.
I regret that I was not active in the project...it started before I was
done school so I didn't have the time to participate (I was still doing
report cards when you started....Canada is always behind your system...),
then when I did I couldn't quite connect in spite of John's great archiving
work of the discussion.
You know the saying, "You had to be there"? Well, I think it pertained
to this situation...I never quite felt I had "been there" so the
discussion wasn't as meaningful for me. There were gaps in my comprehension
and rather than looking like a fool, or asking/saying something that had
already been asked/said, I just watched. I'm one of these learners who must
participate otherwise my learning is questionable. I'm sure all of this
was my problem, not yours.
I won't say, however, that I didn't learn anything. I did catch a glimpse
of the richness encased in this exercise and came to the realization that
if I put this amount of thought behind my units, I would be entering a whole
new realm of learning/thinking/teaching.
I will read the comments of the active participants with great interest
because they "were there" in the salt mines for the past weeks
and what they learned during the joutney will be worth hearing about.
---------------------------------------------------------------
JEAN WROTE:
1. I hoped to learn about the process of a listserve collaboration. I love
the sitting-around-the-table brainstorming and developing aspect of curriculum
design when it is live, in-person. I assumed I'd find at least some personal
growth by reading, reflecting, and participating in the process. I didn't
have an expectation for the final product, but I assumed I'd be able to
take pieces of the product and adapt them to my own situation.
2. Sometimes the little quibbles over semantics irritated me, but I think
that is merely because of the on-line as opposed to the in-person method.
What might take a few days to work out on-line would be discussed and decided
in minutes in person. Narrowing the topic to particular themes didn't appeal
to me as much as the broader concept of change.
3. I'd agree that a virtual "blackboard" for brainstorming would
have helped. I truly don't think that a curriculum developer would be the
way to go.
4. I enjoyed reading all of the ideas and seeing how others perceived the
task at hand. I learned about backward design, and I think that I will be
more focused on where I want to go as I plan for this year for my seventh
grade English class. I feel a somewhat reassured that what I've been doing
for years is not so different from backward design. I'm certain that when
I sit down with my team in a few weeks, that I'll view the whole collaborative
designing process in a slighlty different light.
I think it would be worthwhile for those of us who use ideas generated by
the project to post the specifics of what and how they use them. I'd assume
that as we take ideas back to school, they will continue to grow and change.
I'd like to hear about that. Then perhaps next summer, we could begin again,
either with a new topic or not.
5. I think I tend to be quieter and way more self-censoring on the list-serve
than I am in person. I tend to be pretty outspoken and much more of a leader
in face-to-face settings than when I'm conversing through email. I don't
know that that is good or bad, but I think it's accurate. I'm not sure why-
I've taught for twenty-five years, and hopefully I have plenty to add to
a project such as this. Perhaps I simply haven't participated in this list-serve
long enough to feel comfortable. Brainstorming works best when ideas flow
freely, but I catch myself starting an email and then deciding, no, that
wasn't worthy or important enough. I bet I'm not the only one who does that.
Perhaps it explains the silence of some or the reason some dropped out?
---------------------------------------------------------------
DEB WROTE:
Jean:
Thanks for your candid remarks. I hope that you will feel free to share
more in the future. I expect a large benefit of this work to be our collaborative
refinement of our questions, plans etc. I don't expect to be profound in
my posts, I just give it my best shot at the time, and as a result, I have
learned a great deal from the feedback of others. I look forward to learning
from your 25 years of experience.
---------------------------------------------------------------
MARSHA WROTE:
1. What was my expectation from the project?
I joined hoping to gather together with like minded teachers to design an
interdisplinary unit. I thought we might create something that would be
very useful to a wide variety of content areas---reflecting the diversity
of our members. I felt we met my most important goal.
2. What "creative frustrations" did I encounter? Where did
the process seem to break down?
The biggest challenged I faced was feeling like my voice was not heard.
I had "stuff" to say and the conversation went right on past me.
I couldn't figure out if I should keep repeating myself until I could explain
my PoV well enough to be considered, or if I should just give up. So I did
a little of both. It seemed to me that others had this same experience.
Sometimes I know I was guilty not taking time/energy to find the merits
of others ideas off list and just here at home. So when someone on the list
understood my point, I was overly enthusaistic and wrote too much.
3. Other tools and resources needed to reach our goal?
I'm fairly active in an online chat place for teachers, TappedIn. We meet
in virtual space to discuss lots of issues. So the work is technical and
it can be challenging. It only takes a little practice before you're able
to cyberchat and use the shorthand. What I've learned by participating in
those forums is that you have to communicate "feelings" via the
written word. That takes practice. So instead of simply responding "yes",
you respond "yes" "as she nods in knowing agreement".
Sometimes you don't say anything and instead type in "looks puzzled"
or "is jumping up and down because she finally gets it". Then
the other people in the chat understand that you really know what they mean
or if they need to help you out. Email does not give that same communication
flexibility. We might want to consider something like this rather than a
bulletin board in the future.
I would not like to see a leader appointed at the brainstorming phase. I
could sense people's frustration when they perceived we were ready to start
working on activities and instructional modes. And others thought we still
needed to define direction and assessment. I think John's role as facilitator
was terrific and vital to keeping the conversation rolling along yet not
skipping steps.
Later when we were ready to start dividing up the work, a project manager
would be critical. This person, rather than being a neutral conduit of ideas
and asker of probing questions, tasks people with jobs and makes sure things
get done.
The idea of a curriculum developer helping us get unstuck didn't even occur
to me. What a terrific way to keep our project ours, but yield to the expertise
of someone who's been there over and over. Maybe they could have suggested
some little tweeks that could have gotten us over the hump.
4. Gains?
We: Experience and enrichment of relationships. I felt that I got to know
others personalities much better from the discussions. I better understand
who everyone is as teachers and where they fit together in our MiddleWeb
puzzle.
Me: The thrill of doing something new and challenging. I know it sounds
hokey, but it's true. Even if I don't agree with you guys, I treasure your
professional opinion. And it expands me. I also gained the knowledge that
I'm lousy at communicating my ideas in writing sometimes. I need to figure
out why my message wasn't received and then work on that. (I'm planning
on re-visiting the threaded discussion list and mapping out the flow).
Worth it again? Absolutely if we worked from an essential question perspective.
I would love to finish Change. It's so applicable to middle schoolers and
our struggle is very reflective of the struggle they must feel. I'm ready
anytime, but think we should at least wait until everyone's up and running
again. our school year starts again in two weeks. New teachers report in
a week.
5. Other comments.
Thanks to everyone for allowing me the space to grow my teacher toolkit
and the chance to be a part of something new and exciting.
---------------------------------------------------------------
ELLEN WROTE:
1. When we began this project, what did you hope to get out of it? What
were your expectations? How did you connect the project to your own professional
work? What did you expect the final product to be?
I wanted to get a deeper understanding of how an integrated unit was put
together. I am a real novice in this area, and though my team tries to put
together integrated units, they seem to be more thematic than integrated.
We come up with the theme, then figure out where our curriculum fits instead
of looking at what we have to teach and what natural parallels there are...
I wanted the opportunity to learn from people who were more knowledgeable
than I. Alas, there are few opportunities in my building for that.
Although I learned a lot about integrated units, for me the major "A-ha"
was the idea of beginning with the end in mind. What deep knowledge do you
want students to know? What is important for them to understand? Although
I *knew* a lot of this, I didn't really *get* it until participating in
this project.
I thought the final product would be a large collection of integrated activities
where teachers could pick and choose what was applicable to their own situation.
I envisioned people other than the developers using and adding to the unit
over time.
2/3. As the project evolved, what 'creative frustrations' emerged for
you? Did you have any of those "If only we could..." or "Why
don't we..." thoughts? What were they? At what points did the process
seem to break down some, and why? What might we have done, given our current
resources, to make more progress than we did? Can you really DO something
like this, with people coming and going, vacationing, seminaring, etc.?
I found the process a little uneven. Because we were waiting from responses
from others, my train of thought was frequently broken. There was too much
wait time.
I also found it difficult to give constructive criticism...not "knowing"
people through other interactions, personalities, body language, etc. made
it difficult to be honest...that's not quite the right word, but close.
I didn't want to offend anyone else if I disagreed with their ideas or wanted
to suggest a modification of them. Personally it never bothered me if others
didn't agree with me or wanted to change something I had to say, and I suspect
others felt the same way. Still...
I think we definitely needed more structure. In the future I would suggest
using a general timeline that could be adjusted if necessary. I think John
did a great job of facilitating, so I don't know if having an outside curriculum
designer was particularly necessary. Perhaps one of our "own"
who wanted to be involved in our project could take on that role?
I am primarily a visual learner, so the lack of graphic representations
of our work that could be modified by the group really hurt me. I am wondering
if a program like Inspiration or Knowledge Forum could somehow be put online
in a shared workspace? Maybe Keith's idea of an intranet might make this
possible....St. Louis Public Schools is developing an intranet where access
to lesson planning software is *supposed* to be available in a short time.
With more people in business collaborating online, there must be some kind
of technology to facilitate this type of collaboration.
4. What did you/we gain from participating in this experiment? Be as
specific as possible! Is it worth doing again? Should we pick up the current
project, or start a new one? If so, what's the best time to do that?
I think we developed deeper relationships as an online community that can
only benefit the regular list. Successful collaboration depends upon close,
professional relationships.
I also think we should definitely do this again! The learning I gained is
permanent and deep...I wouldn't trade that for anything. I'd like to continue
to pursue our original ideas, but as Bill mentioned, that might not be fair
to new participants. They will have missed out on some of the opportunities
we had to build our own understandings.
5. Other comments
I truly enjoyed working with all of you on the list. I am humbled by your
abilities and understandings.
---------------------------------------------------------------
NAOMI WROTE:
1. When we began this project, what did you hope to get out of it?
I thought that it would be hard for so many people to contribute to building
a unit. Then, when the discussion started, I thought it would be even harder.
We really are only to respond one person at a time, that is, we don't have
a cumulative sort of format. That brought us to use of the web. I did think
we would end up with something useful. I thought it would be a usable product.
2. As the project evolved, what 'creative frustrations' emerged for you?
I think the list serve itself makes it hard to do what we want. Several
people jumped in to fix that problem by creating a grid we could fill in,
or doing a summary. Sometimes the same discussion would go around several
times. I think we need a different on line format, but I don't know enough
to know what that is. Or perhaps we need to do such things in small groups
of about 5 people.
3. what other tools and resources might have helped move us along and
perhaps reach our ultimate goal?
I bet that a designated leader who is experienced in distance learning could
make a real difference.
4. What did you/we gain from participating in this experiment?
What I gained was a great deal of information on planning units and what
goes into these plans. Also the world of WebQuests. The use of a grid. Book
resourses. So many wonderful educators gave their expertise. It was really
great reading the "think alouds" as people plan.
5. Other comments
I think we might choose a simpler project like creating text sets on certain
topics. But people really have to be good about adding to previous e-mails
and keeping the subject line correct. Is there a way to prevent a response
to all but the latest e-mail? In that way we would always be reacting to
all previous work.
---------------------------------------------------------------
KEITH WROTE:
1. When we began this project, what did you hope to get out of it?
To be honest, I had signed up for the project thinking I would be a "lurker".
I was curious what would happen and how the project would evolve. My main
goal was to gain additional insight on how people work together on a distance
project.
2. As the project evolved, what 'creative frustrations' emerged for you?
Like most everyone else, I thought the listserv and e-mails were not adequate
tools for what we were trying to do - too much lag time waiting for a thought
to run its course. Personally things happening in my own life and career
were always interfering with my ability to keep up with everyone. Summer
is a tough time for dedicated teachers like we had on this project - classes,
workshops, advance degrees, etc. (and dare I mention "family"?)
- so much to do and so little time. I also just wanted to talk this over
with everyone on a number of occasions. Also as mentioned, most of us have
never met and that can make some team members uncomfortable or unsure of
how to submit or react to things. I think there can be a tendency to "hold
back" in this type of situation.
3. What other tools and resources might have helped move us along and
perhaps reach our ultimate goal?
I think maybe a couple of conference calls would have really helped. I've
been involved in a lot of these, but have never paid for them so don't know
the cost implications. Chat rooms and instant messaging would be other tools
that might help to give a more "real time" feel to our work, an
element that was really missing from our work.
I guess I wished that I would have pushed harder for us to use something
like that Intranets site we looked at - the tools are evolving and we will
need to learn to evolve with them. When I think about how our team constructs
projects at school, we have some common ground and a pretty good idea of
how things might look when we are done. For this MW project, we don't share
the same history and experiences and so we couldn't seem to picture how
this was going to end up.
Maybe if we had started with the goal that we'd create five WebQuests around
our overarching question, that would have provided a common vision. In fact
this could be like telling people to picture a trip to Mexico. I see myself
on an ocean cruise liner. Others might see themselves on a jet to Acupulco
and others might vision themselves driving a '68 Volkswagen camper down
remote dirt highways. Maybe we needed to all agree on the airplane with
a limit on baggage and a definite departure and return date. Our project
probably was more akin to the camper van - lots of great times on the road,
plenty of detours, and a load of experiences and stories to share when we
got home?!?!
4. What did you/we gain from participating in this experiment?
ME: I feel like I actually know many of you a lot better. It got so when
I saw a post, I could almost hear your voice and your passion. I came to
appreciate everyone's viewpoints. I also wonder sometimes what it would
be like for us to work at the same school. I also gained a better appreciation
for the barriers that will limit our ability to develop projects in an on-line
environment.
WE: I'm going back to the VW Camper Van analogy again. People contribute
according to their strengths. Some just wanted to sit and quietly look out
the windows, some changed tires and made sure the engine worked, others
checked the map and compass, and of course many of us took turns trying
to drive the beast to the final destination. The diverse backgrounds and
rich experiences from all involved fueled the learning in this project.
Isn't that what it's ultimately about? Learning from each other... I'm still
amazed at how students are often forced to only learn from their teacher.
I guess when I see and reflect on how I learn, I see so much more potential
to bring things into the classroom.
5. Other comments
I must say that I delete a ton of e-mail that is never opened, but this
group is tops for inspiring and thought provoking posts. Do you ever think
how cool it'd be if we all taught in the same school?
What if you were able to participate in building a project like this again
- communicating on-line with other teachers, building relationships, working
with a curriculum and an on-line facilitator, AND get college credit at
the same time? To me this is the next step for professional development.
I think teachers spend too much of their professional development life doing
things alone. Thanks to John for all of his support and for giving us free
rein to try this.
OK, I'm off the soap box and now I'm going to try to get some sleep in the
back of this VW camper. Who stole my pillow? If I start snoring too loudly,
please don't wake me up! :-)
---------------------------------------------------------------
MARY ANNE WROTE:
1. When we began, what did you hope to get out of it?
For me, I think the excitement of working with others on a collaborative
project was at foremost important. But, when we decided on the concept of
change I got really excited, because it definitely something I can use.
I was interested in hearing how other folks worked with a large concept.
2. "Creative frustrations"
What a nice way to put it--
It was slow! I know too that many people don't like reading long emails.
So, trying to limit comments was difficult too. I tried to do a graphic
so I could keep track of what people were saying and even on chart paper
I could not keep up!
3. What might of helped--
I think maybe a chat room situation would have helped. I have taken part
in on-line courses where a chat room was utilized. It was a great way to
share ideas. Group norms have to be set up at the beginning--how long, etiquette
and the like, but it is good way to exchange ideas.
4. What did I gain--
This is a really hard question because I feel like I gained so much that
cannot be put into words. I feel like I got to know everyone here alittle
better. I feel like I gained a body of content that is easily adapted for
my work. I got ideas and inspiration. I love Keith's camper analogy he is
exactly right!
5. Miscellaneous--
I think we broke new ground on this one! I would love to see us try it again!
Missing two weeks in the middle put me at a great disadvantage.
John, thanks for putting up with us!
---------------------------------------------------------------
AMY WROTE:
1. When we began this project, what did you hope to get out of it?
Honestly, I wasn't quite sure what to expect. I knew it was something revolutionary
and just wanted to enjoy the ride.
How did you connect the project to your own professional work?
I've been thinking and rethinking the way I structure my year. As I said
in one posting, those big ideas were really important to me this time. The
notion of change in language arts has really fit into what I would like
to do next year.
What did you expect the final product to be?
I still don't know on this one. We've had lots of exciting ideas, and I
think everyone who participated will take away at least an idea.
I still think the idea of a pull-down menu with mountains of ideas (with
webquests as a part of it) would be a great resource for teachers.
2. As the project evolved, what 'creative frustrations' emerged for you?
Did you have any of those "If only we could..." or "Why don't
we..." thoughts? What were they?
Sometimes I felt that we didn't have a clear direction. I found that frustrating
and amazing at the same time. It emphasized to me how complicated teaching
is! It was interesting to watch people push or pull us in certain directions
and then see the group either jump on board or say, "What? I'm confused."
What might we have done, given our current resources, to make more progress
than we did? Can you really DO something like this, with people coming and
going, vacationing, seminaring, etc.?
I kind of like the way we did it. I think it will take much longer than
sitting down in person, but I felt like the short breaks I took away from
the computer (and usually into my classroom) gave me a new perspective on
what we were doing and helped me see things in a new way. It will just take
a lot of patience on everyone's part. I do think it is doable.
3. Would it have helped us to have a designated leader who could make
decisions about work-sharing, etc.? Is that possible in this most democratic
of forums? What if we had contracted with a curriculum developer to join
us in our journey and help us through the rough spots?
I don't think a leader would help. John was a good outside observer to help
us move along, but I like the democracy of the group.
4. What did you/we gain from participating in this experiment? Be as
specific as possible! Is it worth doing again? Should we pick up the current
project, or start a new one? If so, what's the best time to do that?
I did gain some questions for my reflections in English and some deep thinking
about what a "real" interdisciplinary project would look like.
I definitely would like to see Phase II develop next summer.
5. Other comments:
Thanks, John and others for pushing me to think more deeply!
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