Jun
29
Reflecting on Creating My Class Project
June 29, 2006 | | Leave a Comment
I wanted to scream as I stared at the lonely cursor blinking on a nearly empty sheet of virtual paper. I had erased hours of work because of a question – What do I really care about?
My project started out completely different from its current form. I liked the original ideas, but felt something was missing. Originally, students had to write an extended definition essay on the qualities of a hero. Pat, my instructor, pointed out I had done what most teachers are prone to do – I had solved the problems for the students by determining the topic and the questions I wanted answered. Sure I had thrown some technology into the mix — students would write in a blog and post their finished papers in Blackboard (c) — but to what effect? What was left for the little darlings except to do more of the same – give the teacher what he wanted?
I would have liked my learners to write an essay as their final product. This is what my school district expects. This is the type of work that goes into students’ portfolios.
While I was immersed in creating my project, I could not see that I was limiting my students instead of freeing them to construct their own learning. When Pat asked me a question regarding what I cared about most, I realized I had to make changes.
Needless to say, I fell quickly into a funk.
How was I going to revise this project in the time given? I wanted to create something I could use immediately. Yet, I am a slow thinker. It takes me hours to plan lessons. I get so easily discouraged. Finally, as I faced the 11th hour, I decided I would make the ideal project.
Because I am trying to teach twenty-first century literacy skills, however, I decided to offer my students an opportunity to present their extended definitions in a format of their own choosing.
I want my students to feel free to express themselves, but I would like them to do it in a scholarly manner. To me “scholarly manner” means grabbing the audience’s attention, focusing on topic development, creating effective organization, and articulating ideas clearly. The method of expression does not matter. Students could express their ideas by writing an essay, drawing a concept map, shooting a video, or presenting a podcast. What does matter is the critical thinking involved in communicating their ideas.
I was tempted, though, to ask students to include at least one website which their audience could access to learn more information about their topic. I decided, however, that I should let the students determine if this is necessary. It is difficult for me to let go of being the “teacher.” Pat points out in her blog post of June 21st 2006, “I [feel] like I am shortchanging a class when I don’t “teach” enough.” I can relate to that feeling. I teach the way I was taught. What the heck! It worked for me. I turned out okay! So much research has shown that there are other methods to use, so teachers can reach more children. I choose to use the new methods based on the latest research. I am a twenty-first century literacy teacher.
