Presentation Day

Last Friday the kids had their 20 Time presentations in our media center. I went back and forth about exactly how I wanted to do this. Originally, my thought had been to have the students create something using multi-media (not Power Point - ugh). However, some teachers at my school have been expressing interest in the project, and wanted to stop by with their classes. To allow for flexibility I decided to go with ye olde tri-fold board, and have a gallery walk. The students had to write and rehearse a speech, utilize the tri-fold board in their speech, and still had to incorporate some sort of multi-media into the presentation. I had some students choose to use their iPods to play background music to their speech, some had their laptops cycling through a picture show, others displayed their laptops, and one demonstrated on the animation software she had used to create her short film.

I created graphic organizers for their speeches based on the students falling into one of four categories: I completed and loved my 20 Time, I did not complete but still loved my 20 Time, I completed but did not enjoy my 20 Time, and I did not complete and did not enjoy my 20 Time. I found that for most students, the reason they did not enjoy the process came down to poor topic selection. For example, one group was really successful playing the stock market game, but they found that they just completely thought that anything having to do with the stock market was incredibly boring. Moving towards next year, I am considering how I can best help students select a topic without giving them any ideas; however, I still recognize the value of learning what you definitely do not enjoy. The stock market kids know decidedly that following the bears and bulls is not for them. It was great to see the kids presenting to other students, parents, and teachers. I also invited the local newspaper, and you can see the lovely article they did here:
 

http://www.oanow.com/news/auburn/article_ea6b7b1a-dfa9-11e3-8ff0-001a4bcf6878.html

I think that having all of these community members present adds an authenticity to the projects, and is a complete necessity.The students deserve to have their work viewed and understood by others.



I am at the point of reflection now, and frankly, today is not the day it is going to happen. I put together a survey for the kids, and next week, after I have submitted grades, signed report cards, and detoxed my room, I will begin the process of reading them and learning. However, it is clear to me that overall this was a success, but like any pilot year, tweaks will need to be made.

Getting Through the Valleys of 20 Time in the Classroom

Last week I gave my students a survey about how they thought the first 9 weeks had gone (I just use Surveymonkey.com). I've given anonymous surveys like this since I began teaching. It helps me to get a pulse on how effective the lessons have been, and on how the students are feeling about the atmosphere of the classroom. I have always found this helpful in making decisions, and in improving my practice. When you ask kids to be honest, and there is no fear of any sort of repercussions, they will be honest - very honest.

I always ask the students to rank units and activities based on enjoyment, and then based on how much they learned. 20% Time ranked first in enjoyment and learning. There is also space to write anonymous comments in each of these sections.

 

Honestly, I was surprised. It had seemed to me over the past few weeks that enthusiasm had been waning a bit. Don't get me wrong, they were still clearly enjoying their time, but most of the kids just appeared to be moving a little slower. I wasn't quite seeing the leaps forward I was hoping to see.

The day after the survey, I brought this up to my classes. I asked them to help me to understand how my perception of the time was off from their perception of the time. I had quite a few interesting answers, and I have compiled them to create a list of 20 Time Valley Truths - because, I realized we had left the mountaintop of "shiny new idea land" and had entered the valley of "wait I might hit some snags land."

 

20 Time Valley Truths

 

 

1) The excitement of a new idea will wear off. That is ok. The calm focus that appears afterward is what moves the project forward. Rest comfortably in this atmosphere.

 

2) Students have a hard time recognizing their own progress and learning. You have to help them.

 

3) Many students have never had to plan out steps and goals to achieve a larger vision. This can't be taught in one lesson in one day. You will have to constantly help in this area.

 

4) Some kids will realize that their project is not feasible. They will feel like a failure. You have to refocus their energies on the learning aspect of the project, and the importance of failure as it relates to growth.

 

5) There will be students who come across a step towards reaching their goal that requires a skill they do not have. Be available to fill in this gap, so that the project moves forward.

 

6) Even when students are intrinsically motivated, they will still desire your praise and feedback.

 

7) Upbeat music and snacks are always a good idea when trying to up the energy in any situation.

 

In response to these truths I created a 20 Time Update Sheet. I had been informally meeting with all of the students about their projects, but I had not been formally recording their progress or goals. Now, I sit down and have a formal conference with the students. We discuss any progress, learning, or difficulties from the last week. We then set a feasible, but still challenging, goal for the next week. The students responded well to this new set-up. Many had expressed feelings of being overwhelmed and "stuck," but felt much better after setting a weekly goal. Also, the students were incredibly surprised by just how much they had accomplished - it just hadn't occurred to them before. Finally, my rule has always been that when I am conferencing with a student, you better not interrupt me unless someone is bleeding from the head. I had quite a few students comment that they were glad to have focused attention from me for a few minutes as they talked their ideas out loud.

 

So, I have made myself comfortable with the valley we are in. The work is moving forwards, the kids are learning, and while they are not "excited" like before they are engaged and learning. Make sure to check out their blogs - some of their topics hurt my brain a little, but that is fine by me! 





A Gentle Reminder

I wanted to highlight some of my favorite quotes and images from last week's blogs. It is always remarkable to me when my students uncover deep truths, and find a way to remind me what it means to be human. Or, to just help me celebrate the beauty. As teachers, I think it is important to be constantly reminded that our students are capable of introspection, growth, and creating change - if we give them the space to do it. Let the thought provocation begin!!

"I feel like it is easy to get caught up in life and not realize what we are doing- if we are truly being kind or not." - Ellie

- Zach P.

"We have a lot more to get done, but I am still satisfied." - Shae

 

 - Subin

"I have a new respect for people who have natural ability and still work hard to get better." - Seyller

"I know that by the end of the school year, I’m probably not going to have finished this, but this might help me get started with this or find out if it’s possible." - Lane

- Laura

"We watched a lot of videos about girls in third world countries & what they go through. When I was watching those videos, I wanted to cry because it was so sad." - Latisha
 

"I think everybody should try something new and blog about your experience and feelings." - Madison Brown

 

20% Time Research Projects

The projects are rolling along! Some of the ideas, and more importantly some of the progress, really just blows my mind. I am loving how the kids are taking complete control of their projects. And, hey, most have to because honestly I couldn't help them anyway (I am thinking of you Lane).

One aspect of the this project that I am really emphasizing is the importance of getting better, learning more, and improving. My English curriculum includes extensive research standards, so I decided to tie my usual research project to the 20% Time projects. The students already formulated some research questions on their proposals - some needed some work, but it's all good. Now, the students are using Internet to find reliable sources to answer the research questions. I use a checklist to help students to analyze whether or not an Internet source is appropriate for research. I think that instead of fighting the Internet as a source of information, it is infinitely more important to help students become intelligent consumers of information on the Internet.

After the students find their sources, and ensure they are reliable, they begin creating research note cards. They also create a works cited page that will eventually become a part of their final research paper. The source analysis, note cards, and works cited page make up the first part of the research project.


Once this assignment is done, the students will write a formal research paper. So far, this has been the most excited students have ever been about researching - and I know it is because they are researching a topic that they already want to know more about. I am working right now to figure out exactly how I want the students to share their research. Perhaps a gallery walk...

20% Time Blog Highlights

Here are some of the latest and greatest!

Check out Zach H's innovative idea to the change the way fisherman get their information in Alabama!

Anthony W. has found a way to learn more about cars, and help those of us who don't know a thing!

Wait until you hear how Calley blending research with creativity!

And Tamya is going to take on the epic task of teaching us all (including me!!!) how to dance!

20% Time Project Proposals

 

This week the students worked on putting together a formal project proposal for their 20% Time Project. They used a template, and I created one as a model. This turned out to be incredibly helpful for the kids. Many of them had great ideas, but were really struggling to turn those ideas into final products or goals. Also, I was getting that “mouth open, eyes squinched, what-are-you-talking-about” face when I told them to be prepared to actually begin making progress on their projects by Friday. The proposal forced the students to think about getting from Point A to Point B. Also, we had great discussions and did some serious work on how to be specific when writing. Next week the students will present their proposals to the class along with a visual aid.  

 

The process students have gone through as they refined their ideas, and moved closer to their true passions has been very eye opening. I am working on trying to figure out how to create a structure that would help the students capture that process and journey, but beyond their personal blogs I don’t have any ideas at the moment.

An effect of Snowmaggedon last week was that we were not able to have our 20% Time. That means today was really the first day that the kids were actively working on their projects. Most of the kiddos got to work right away, but there were definitely some that still felt stuck. However, I am happy to report that by the end of our time together every student was moving and grooving.

New student blogs should be posted over the weekend, so check some out!

Timidly Dipping Our Toes In

The kiddos are in the process of submitting their first blogs, and I am finding that for every insightful entry, there are four entries that read like a robot wrote them. I am completely o.k. with that! After all, it wasn’t that long ago that I was a student who moved through assignments with little understanding of the “why” behind them, and with even less understanding as to how they impacted my future. Sure I could blame this on my teachers (and don’t get me wrong, I had a few doozies), but honestly I just wasn’t ready intellectually or emotionally to connect the dots. Reflection, self-analysis, and action research were not a part of personal daily routine.

Part of my vision for the 20% Time Project in my class is to provide the time, space, resources, and structure to allow students to begin making this necessary step. As the students move forward with their project goals, their ability to reflect on the process of their learning should improve. I created a document with possible blog prompts to help some of my reluctant reflectors get started. I also believe that if the students begin getting feedback on their blogs (hint, hint), it will encourage them to think more deeply.

The first blogs are a starting point – a place that will look very distant in May. In the meantime, I wanted to highlight a few blogs that have already found their voice!

Find out how RaeQwon plans to unite history with shoe design!

Learn more about Ellie’s struggle to identify a 20% Time Project that was just right!

 Discover Luis’s vision for the perfect sports complex!

See how Madison was able to pursue her passion for reading and still create a final product!

Check out how Julia is just plain gonna change the world!