During my third participatory classroom visit, the students were tasked with compiling all of their data from their research experiment at the middle school. Specifically, they were working on putting their data onto a poster using two different types of graphs. Mrs. Donahue informed us that the students were having trouble concentrating, which was obvious as soon as we stepped in the class. To help with this, my partner, Brad, and I roamed around the classroom helping the students with their work. My partner and I had a strong leadership role in doing this because the students turned to us for help when they encountered difficulties. Additionally, there was one group of three students that spent the majority of their time talking and joking rather than doing their work. Brad and I stepped in and practically annoyed them to the point where the only way they could get us to leave was to do their work. Overall, this classroom activity exemplified the EL principle Student-Engaged Assessment, because the students were doing their own research and data compilations, and they had to become the leaders of their own learning.
My invented idea for a learning activity for the class is a group presentation on a selected environmental issue. Students will be split into groups of two, and they will then choose an issue such as single use plastics to discuss. This will be an effective activity because they will have to conduct their own research on their selected environmental topic, and they will have to present possible solutions to the class. This activity incorporates the EL principle Collaboration and Competition because students will be working in groups to conduct their research and do their presentations. This activity will also be useful because Mrs. Donahue wants Brad and I to give a brief lesson about public speaking, so they will have to incorporate what we teach them into their presentations.
Ben, Since this post is about your role in the classroom, not just what you see happening, I encourage you to incorporate more ideas from the PBT teaching chapters as well (see assignment on Canvas), such as the engage/coach chapter in PBT. Rather than generalize, pull in that specific reading so that your verbs like “annoying” share language of engagement and guidance. Also, readers like me want to know what happened at the youth conference? How did this shift your role/ responsibility in the classroom?
The article research is a smart idea to design as a scaffolded lesson that will develop their knowledge in preparation for your culminating project (the debate). As a team, you and Brad will want to each delegate and design a different activity, so if he is teaching the article presentation, who might handle prep for the debate? We will work through your teaching portfolio this week once I post your comments not he proposal.
Best, MAJ Hodde
Ben,
It seems like you and your partner managed the activity well in regards to your position in the classroom. You helped to instigate collaboration and work among the group of boys and made sure to hold them accountable, which is an essential aspect of a teacher in an environment that attempts to utilize project based learning!
Maxwell Gallahan
Solis,
I think you illustrate better than Brad exactly how your debate will go. With both of your blogs, I was able to see that you all have read chapter 7 of the PBL book. But your blog goes into more detail with how the lesson plan gives the students more power over the question they will be debating.