I love the philosophy of PBL and think a lot about how I hook kids into learning but somehow I always keep coming back to ‘tried and true’ habits. Despite that I really do feel the generation gap and recognise that kids have changed and what used to work doesn’t work nearly as well as it did in the past.
I read a great post on the Generation Yes blog last night about NOT writing the objective up on the board, NOT starting with a talk about what we will do or what they might learn in a lesson and doing something before discussion that gives kids a platform from which to enter the discussion. I tried this out today with Year 10, using a video from the Crashcourse channel on Youtube: How and Why we Read
We are working on a novel unit that explores the marketing, style and appeal of Young Adult Literature. The ‘big question’ is “Have the writers of YAL got it right?” Kids have selected from a range of YAL novels and begun independent reading. The video is a fun look at critical reading and after the viewing kids wrote about some quotes from the video applying the comment to the books they were reading. Examples: “imagining what it’s like to be someone else”, books try to communicate “complex ideas and experiences between people” and “bigger and better life in your mind”.
We will talk about their responses tomorrow but what I did notice was a deep level of engagement with the task as they wrote. A lot of staring into space and then writing and a bit of angst when I go them to move on to the next quote because they weren’t finished.
My second foray into engaging kids critically is with Year 11. We have started with a very short unit on essay writing. I know, sounds like the most boring way to begin Year 11. However, we recognise that our kids aren’t confident essay writers and we need them to be. The plan involves more than just this short unit, but that’s not what this post is about. I’ve approached the unit using an inquiry model and we have begun by debating what is and is not an essay.
First kids develop a list of criteria they could use to ‘test’ a text. Then I gave them 8 sample texts and they worked in teams debating whether the texts were essays or not. All of the samples were real world texts. Some I would say were essays, some not. But I was very careful not to telegraph this kids (and I still haven’t and I’m not going to!). What we found was a high level of critical debate, with ‘evidence’ and arguments that continued when we opened the debate on particular texts to the rest of the class.
Two small attempts to move into a PBL model. So far, so good.