Saturday, 31 January 2015

Starting with the Big Concepts, Asking Smaller Questions

Documenting one class' approach to creating online courses for students by students...

My students were beyond thrilled when I told them they could create online sites for our entire unit of inquiry this time around. After discussing our central idea, key concepts and transdisciplinary skills to give my students a general overview of what the unit of inquiry we were supposed to be learning about was supposed to be studying, I did the unthinkable for most students.

I gave the students a document with what would be on their report card for Unit 4...word for word. To the shock and amazement of my students, I pushed it even further. I told them they would be marking themselves and those would be the marks they get on their report card for the most part. Unless I saw something that was different then they did, I would use what they had given themselves. I don't know if I've ever seen my students so speechless. I've had them self-evaluate before but knowing they were completely in the driver's seat wasn't what they were used to.

I thought it was only fair they knew what they had to be 'assessed' on if they were creating the course. In order for them to succeed, they needed to be able to extract the big ideas or concepts that they would need to cover in their course. Essentially these would create their different lessons/sessions/levels. Each group was given a piece of chart paper and asked to think about what those big concepts might be. I suggested they read through their lines of inquiry, central idea and assessment sheet again to figure out what they should be focusing on. They could be as big or small as they felt necessary to be considered it's own lesson. 

From there, we discussed as a class some of the bigger ones that popped out frequently on the different pages. We also discussed that some topics could be combined to create one lesson with more detail. After that discussion, students were given time to discuss which lessons they wanted as part of their course and circled them.

After that it was important for the students to order the lessons in a way that made logical sense. As a class, we discussed how you can't have a lesson about something more specific if you haven't had a general overview and that you had to be strategic in the way your order your course. 


Whenever students take notes for research, I let them do it whichever way makes the most sense to them. This time around I wanted to add another strategy to their repertoire that they could choose from. In a Google Document, the student would make a  table with the first row being the different lessons by the concept in the correct order from left to right. Then in the columns underneath each level, students could write down all of the questions they think they might need to find out to be successful. It was important to discuss with the students that they could come back to this list and add more questions to the chart at any time. Sometimes what you are reading while researching prompts you for another question and the students are encouraged to include it in the document. This method of recording information is not fixed and is able to be changed and modified at any time. 

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