Multiliteracies, Social Media, and the Second-Language Classroom

I initially struggled with how to present my learning in this course; how can a non-linear understanding of course material be wrangled into a linear presentation? My final a-ha moment of ETEC540 is that I should present the information as I understand it and not necessarily in a linear fashion, but still put it in a format that makes sense to meet the grading criteria (insert emoji face here). For that reason, I have chosen a hypertext environment to present, knowing that my reader will be pulled off in many directions while performing the webquest that is my final multi-media project.

This project explores the impact of social media environments on literacy development among second-language students. Immersion students’ learning tasks are double as they progress: learning a second language and learning to read and write. How can teachers take advantage of social media environments to speed up vocabulary acquisition and support literacy?

“Weblogs, wikis, trackback, podcasting, videoblogs, and social networking tools like MySpace and Facebook to give rise to an abbreviation mocking their prevalence: YASN (Yet Another Social Network)” (Dobson, p19). While students may be familiar with the tools for socialization, they also provide a powerful opportunity for developing literacy skills when leveraged in the classroom.

“WebQuests favor cooperative and project-based learning, as they are used for interaction and problem solving. As learners work in pairs or in teams, “they need skills to plan, organize, negotiate, make their points, and arrive at a consensus about issues such as what tasks to perform” (Aydin, 769)

This is your invitation to adventure! The Webquest to improve student literacy begins here!

Quest 1: Audience and interactivity

Quest 2: Oral story vs written story and collaboration of writers

Quest 3: Vocabulary for building literacy

Don’t forget to come back and leave a comment!

Delicious feed with links to above social media platforms. This course has pushed my thinking, and in deciding how to represent my learning, I decided to fully leap into some of the digital technologies that I may have been reluctant to embrace to this point and found that my own learning improved by leaps and bounds.

This class gave me the theory behind some of the practices already in my classroom and introduced some new ideas. Technology is a tool for learning that changes the way learners interact with text. I realized that the digital tools provided in classrooms are not an accommodation to meeting the learning needs of a few but tools to allow all students to express understanding.

References:

Aydin, S. (2016) WebQuests as language-learning tools. Computer Assisted Language Learning Vol. 29 , Iss. 4,2016. Retreived from http://www-tandfonline-com.ezproxy.library.ubc.ca/doi/pdf/10.1080/09588221.2015.1061019?needAccess=true

Calhoun, E. (1999) Teaching Beginning Reading and Writing with the Picture Word Inductive Model. Association for Supervision and Curriculum Development. http://www.ascd.org/publications/books/199025/chapters/Describing-the-Picture-Word-Inductive-Model.aspx

Dobson, T. Willinsky, J. (2009) Digital Literacy. https://pkp.sfu.ca/files/Digital%20Literacy.pdf

Durante, C. B. (2016). Adapting nonverbal coding theory to mobile mediated communication: An analysis of emoji and other digital nonverbals (Order No. 10120382). Available from ProQuest Dissertations & Theses Global. (1805884511). Retrieved from http://ezproxy.library.ubc.ca/login?url=http://search.proquest.com.ezproxy.library.ubc.ca/docview/1805884511?accountid=14656

Mills, K. (2010). The multiliteracies classroom Multilingual Matters.

Schrock, K.  (2016) Resources to support the SAMR Model. http://www.schrockguide.net/samr.html

Verga, L. (2013) How relevant is social interaction in second language learning? https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3759854/

Ong, Walter J. (2003). Orality and Literacy. Routledge. Retrieved November 2016, from http://www.myilibrary.com?ID=1960

Digital Literacy, Multiliteracies, and Classroom Accommodations

Forgive my cross-posting. This was originally written for a class and I’m reposting here to share with those educators I frequently interact with. Thoughts welcome.

apples

When reference is made to classroom accommodations, there is often expressions of distress — concern that if the student just can’t cut it in the classroom with the “normal” expectations then there will be adjustment in the tools available or to the curricular expectations. But, if, as Cazden posits, the fundamental purpose of education is “to ensure that all students benefit from learning in ways that allow them to participate fully in public, community and economic life”, then providing tools for students to do the job is not an accommodation to meet their learning needs — it is part of the job of teaching. Digital tools for teaching and learning are simply the latest iteration in a long line of technological advances. When discussing a return to the “good old days of teaching and learning” the reference is not to a return to wax tablets nor to a return to one-room school houses with ink-wells and chalk and slate. To what, then, is the return to basics advocating?

Adult learners have the experience with tools to decide which tools are necessary for which jobs. While occasionally handwritten work may trump digital tools (when the writer experiences difficulty wrangling a sentence into the desired form, when the learner feels like the task is not engaging or that they are falling asleep during reading, when the learner desires a bodily-kinesthetic connection between concepts), adult learners, workers, citizens, rely heavily on digital tools for work and play. Lists are made on a phone. Reading is done from digital textbooks where the reader can highlight, annotate, and export notes, which are then turned into written responses in longer form using digital mind mapping tools to plan and google docs to write, wordpress to publish, share and interact.

Digital voice assistant-controlled software, including Siri and Google, are frequently used to interact with devices. Of iPhone users, 98% have used Siri to interact with their phones, although a smaller percentage use a digital assistant regularly. “Hey Siri!” or “Ok, Google” have already become common vernacular among young learners. Blog posts, essays, letters, and emails can be dictated via talk-to-text tools that are fast approaching the accuracy of humans, although there remains reluctance to engage in voice engagement with digital tools while in public. Yet classroom educators continue to insist that if a child cannot write with pencil and paper with flawless spelling and grammar with only the support of a photocopied graphic organizer as an outline tool and a ten-pound-brick of a dictionary that they cannot write and the hand wringing begins.

As stakeholders in education, let’s  let go of the double standard and denying tools to learners until after they have mastered “the basics”. Luke and Luke assert that competence with one domain is often inappropriately reconstrued as incompetence with print-based literacies and “that the crises of print literacy and their preferred ameliorative social strategies are being used as a nodal point in public discourse both to delay and sublimate the emergence of new educational paradigms around multiliteracies, around new blended forms of textual and symbolic practice and affiliated modes of identity and social relations” (Luke and Luke p. 96). The paradigm shift will happen with us or without us.

As in the 70s with the introduction of calculators into calculus classrooms there was considerable concern that the new technology would suppress learners’ abilities to master the basics. Calculators are now standard tools in the classroom and there is an app that can easily read and solve handwritten complex equations. The work of classrooms is not to deny learners access to tools that facilitate learning and working with information but to teach them “to be information literate, […] to recognize when information is needed, and have the ability to locate, evaluate, and use effectively the needed information” (ALA, p18)

References:

American Library Association (ALA) (1989). Presidential Committee on Information Literacy. Final Report. Chicago, IL: American Library Association.

Cazden, C. Cope, B. Fairclough, N. Gee, J. et. al. (1996) A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review. http://newarcproject.pbworks.com/f/Pedagogy%2Bof%2BMultiliteracies_New%2BLondon%2BGroup.pdf

Clark, B. (2016). Microsoft’s Speech Recognition is now just as accurate as humans. The Next Web. http://thenextweb.com/microsoft/2016/10/18/microsofts-speech-recognition-is-now-just-as-accurate-as-humans/

Dobson, T. & WIlinsky, J. Digital Literacy.

Leswig, K. (2016) Here’s why people don’t use Siri regularly, even though 98% of iPhone users have tried it. Business Insider. http://www.businessinsider.com/98-of-iphone-users-have-tried-siri-but-most-dont-use-it-regularly-2016-6

Luke, A., & Luke, C. (2001). Journal of early childhood literacy: Adolescence Lost/Childhood regained: On early intervention and the emergence of the techno-subject. Sage Publications.

Author study: William Joyce

This one got buried in my drafts folder and I’m pulling it out to share since it was such a happy bit of “this never happens” that happened for my students when I stuck my neck out and made a “the worst thing that can happen is he says no” request of a writer I have long admired. 
Our author visit with William Joyce came about quite by accident. I wish I could say I planned it.

As I often do with students, I watched a wordless short film, The Fantastic Flying Books of Mr Morris Lessmore, as a vocabulary building activity. We shook loose juicy vocabulary in a PWIM-type activity.

The following week I was at a dental appointment and had an extra minute after getting a gleaming smile but before I had to pick up the darling children, so I swung into Chapters where Ollie’s Odyssey jumped off the shelves and into my hands. I read it myself and adored it and decided to share some of it with students as a book sell.

That night I tweeted to William Joyce that I was  loving his book and would he be interested in Skyping with my class. To my enormous surprise, he said yes!

Prepping students for the meeting was a wonderful experience in pushing them to ask more open questions as we sought to ask questions that would make him talk more. “We don’t want him to just answer yes or no! That’s boring!”

Other books we read included:

The Mischevians

The Fantastic Flying Books of Mr Morris Lessmore

Billy’s Booger

The Numberlys

The Guardians of Childhood

Thanks to my amazing team of teachers the Skype chat was an enormous success! Would you believe I had a tooth extracted days before the visit and my face swelled to the size of a pumpkin… so I missed it! But my students were incredibly excited to share when I got back.

This goes to show for me what a powerful experience digital tools can help create for our learners when we bust the “silos” of solo classrooms!

Story, a powerful teacher

I’m not sure what to call what I’m attempting… maybe “author study plus” where the “plus” means more authors and more subject areas? The following is a list of the books I plan to read aloud with my Grade 3s this year as we work to find our place and tell its story. It is far from exhaustive and the work of planning is in another document. It’s a bit hard to say at the beginning where exactly our work will end up because there is always an element student questioning to drive the learning, but in planning for inquiry, there is a great deal of laying ground work for student and teacher understanding. I am using the Designing Worthwhile Work template available through the Galileo Network and would be happy to share or collaborate if you leave a comment or message me.

I started planning after having read a couple of foundational books. Foundational in that they influenced my thinking around what I understand to be true. This summer, I am participating in a Twitter slow chat surrounding the calls for Truth and Reconciliation by reading “In This Together; Fifteen Stories of Truth and Reconciliation” and discussing using the #2k16reads hashtag. The book and the conversation have pushed my thinking in a new direction and there were several “aha” moments.

I don’t claim to have the answers but I am willing to demonstrate that I am a learner, too. I begin with this:

North is not always up.

  

Richard Louv‘s Last Child in the Woods introduced me to the idea of “affinity for place”, which fits with the concept of situated cognition, in which what we know is directly related to where and how we know. I’m going to come back to this idea when I discuss Bouchard’s If You’re Not From the Prairie (Si tu n’es pas de la prairie).

The slow chat question asked was: In what ways do the TRC’s Calls to Action provide a roadmap for teaching and learning? How will you bring the discussion of #2k16reads into the classroom?

It took a really long time to come up with an answer. For me, the first step is creating empathy, which often starts in books. Bibliotherapy is a powerful tool in helping students to understand the perspective of others. I have deliberately chosen books written by First Nations and Métis authors because I want the perspective to be honest and authentic and I think the reading of these books will take the whole year. I deliberately chose bilingual titles because I want student thinking to happen in both languages. Many of the books I chose are also written in a First Nations Language.

What is the role of language in shaping our identity?

What does language have to do with “quality of life”?

I discovered David Bouchard by accident. Wandering through the library, the book Long Powwow Nights was on the top of a shelf and, knowing the question I was working on, I picked it up to read later. Later, it took my breath away. Literally. Which lead me to explore Bouchard’s other work. This reminded me of the importance of letting a question sit, sometimes for an uncomfortably long time. Answers come sometimes by accident.

An author study of David Bouchard plus others will lead into the work we will do for the year related to Canada’s 150th. Students will find their connection to these stories and my hope is that it will give them an entry point for telling their story and the story of their connection to this land and all of its people.

The first book, Voices From the Wild might be the most accessible of the ones I chose in that the subject matter, animals, is familiar to primary students, so I think this is where the work will begin. Inquiry, art and writing in French and English, and I see it continuing culminating in a year-end project that will include an interactive book and art project.

The Secret of Your Name begins with a message that it should be read without interruption an preferably in a natural place. Students will explore the power of a name.

 

Our author study will be a bilingual exploration of literature related to place. The beauty of these books is in the way they evoke emotion related to place. Visual journaling and the use of all of our senses to experience place will be a tool in our exploration.

The following books still need some planning on my part:

How do you create identity? What is the role of recreation in quality of life? How is this story the same as/ different from Carrier’s Le chandail de hockey?
  
  

What is the purpose of school? Who are teachers?
  

Where did your place get its name?

  
Long Powwow Nights by David Bouchard and Pam Aleekuk will provoke students to make connections (text-to-text, text-to-self, and text-to-world). Because it’s written as a poem, the meaning of it is not necessarily accessible on first reading and it will take a couple of reads with lots of patience to make inferences and connections. In addition, “See, Think, Wonder” would be a powerful inquiry approach to this book as the art and story are beautiful and complex. For me, Long Powwow Nights was the most beautiful of the books I read and one that literally took my breath away, but it might be one of the most difficult books at the same time because I think it requires a deep understanding of what it means to inhabit one’s culture.

 

The books by Tomson Highway contain beautiful art and tell the story of a family caring for one another and living their lives connected to their environment. I hope they will lead to a discussion about how environment contributes to our quality of life.


Shin-shi’s Canoe and Shi-shi-etko by Kim LaFave explore residential schools in a way that’s accessible for young learners without being too frightening or overwhelming. I think they will lend themselves well to a conversation about home and education and what contributes to a good quality of life when paired with the documentary film Sur le chemin de l’école.




  

Tant que couleront les rivières (As Long as the Rivers Flow) by Larry Loyie is a touching true story about a young boy in the forties sent to residential school.

   

 Wilfred Burton, an educator I met while working in Regina, Saskatchewan, wrote these stories that explore the Métis perspective and introduce the importance of dance and music as a part of identity.

A beautiful picture book that explores the what and how of peace, Hiawatha and the Peacemaker, will hopefully inspire a conversation about how we are better together.

How will we integrate technology?

I think that digital tools need to follow the learning. As I start to plan, I see the following being useful with lots of leeway for additions and subtractions. We will use:

  1. Digital portfolios
  2. Podcasting
  3. Augmented reality
  4. QR codes
  5. Books, ebooks, audio books

I don’t know if I’ve done justice to my thought process here and there is still so much planning to do. This is just an overview as I start to plan and far from being a complete unit plan but it’s a starting point for me. I would be lying if I said I wasn’t nervous about this work; my intention is not to provoke a political conversation but to evoke empathy for myself and my students. There is enormous power in experiencing the story of others and in finding your connection to those stories.

10 Ways to Get Reluctant Writers Writing

 I suspect every writer has had the urge to create something (or an assignment to create something) without really knowing what to create. Part of what we do as classroom teachers is establish safe spaces for students to create and take risks in writing. Here is some of what I tried this year:

Give them an audience

I think students write work of higher quality when they know the final product is not for the teacher’s eyes alone. It’s important to allow students to publish and when and how is an important conversation to have together. In my experience, publishing fewer pieces but working them until they are of higher quality results in work that students are proud of and are most reflective of their ability. Publish on a blog like WordPress or kidblog. For more privacy there is always Googlesites and D2L blogs.

Allow them to work without an audience

As exciting as it can be to publish, I think it’s important to have work that exists for the students alone or for students to share with the teacher alone. In my room this year, we had a system: any piece that was not to be shared got a small note in the corner so I knew it was not for public consumption.

Give choice

It has been a powerful tool to allow students freedom to choose what to write and how to publish. Because I know and students know we are constantly working towards personal goals and “Je peux” statements, there must be a framework for writing before beginning. I used one standard rubric this year to measure all writing so students always knew what the finish line looked like. Some choices, like write a poem, write a travel brochure, write a journal entry from the perspective of the book’s main character were sprinkled with “if you have another idea, please check in with me” and some did propose writing a play to be performed with puppets. I think it was important to point out to students that they hold some creative power in writing and not everyone took me up on the offer of creating their own assignment but enough did to tell me that it’s worth offering to students.

Give a starting point: prompts and model texts

Too much freedom can be overwhelming. Respect student desire to create something but the frustration at not knowing what to create. Provide prompts, sentence frames, model books. Use the class website to provide links like this.

Write every day

Writers write. Simple enough. I used the Daily 5 strategies to help my students become better writers and students were expected to build their writing endurance, starting from only a few minutes of uninterrupted writing and working up to 12-15 minutes of uninterrupted writing time, which is pretty impressive to watch when a group of eight and nine year olds fall into such engaged writing that they don’t want to be stopped. The expectation in my room is clear though… Once we have had time to brainstorm and to talk through ideas, writing time is just that; writers write they don’t visit.

Model writing behaviour: be a writer

Students are inspired by teachers and writers. Be a writer with them! Occasionally, use student writing time to also engage in writing! You won’t likely get that great American novel written but it’s a good excersise use to put ourselves in their shoes; oh, yeah… Where do ideas come from?

Blog? Let kids know! Tweet as a class. Share old notebooks…

Invite an author into the classroom

Share books and ask questions. What are the writer’s habits? Brainstorm a list: what jobs involve writing? Invite some of them to share. While most of us write a fair bit in our work lives most of it does not look like writing narrative fiction. A Skype author visit is an awesome, low-cost way to flatten the classroom. This year I was tremendously lucky to connect with some writers over Twitter who were generous with their time and spoke with my students.

A new notebook

I know teachers who buy hard cover journals for students to give that writing a sense of being special. I know teachers who staple a few sheets of paper together and call in a journal. The book Make Writing has been inspiring for me these days. Sometimes just changing the tools is enough to spark writing.

Conversation before writing is a powerful tool especially in immersion! You might also try online collaboration tools like Padlet or google apps for education.

An old notebook

Sometimes stacks of old notebooks can inspire. I have a habit of keeping old notebooks that get messy as I fill them, sometimes with fiction, sometimes with research and notes for a paper or presentation… Sometimes it takes many notebooks and binders filled to get a single piece to publishable quality. Students need to know that good writing doesn’t happen in the first draft. Or the second or the third sometimes… Good writing takes time and effort.

Plan it/ don’t plan it

Concept maps and story boards can be powerful tools for students to produce organized drafts. Also be willing to let go of planning and write just because it’s fun. Free writing, journals, lists are all ways to throw off the shackles of carefully planned writing.

Paper planners are great. I also like comic life and Inspiration for planning webs. Google draw also does well as a collaborative planning tool.

Generally, when we start a writing project in my classroom there is a rubric. I like to know what I’m expecting from students before they start and I think it’s useful for them to have a target before beginning. That being said, I think there are times when we should let go of the evaluation part of the writing and write to express an idea or an emotion. Sometimes I think the most creative work happens that way.

And a bonus: use technology when it makes sense

Be prepared to allow students who struggle with fine motor skills or non-standard spelling to voice type a first draft and then to heavily edit the second draft. Typing can also be an awesome tool but takes time to build up the fine motor skills to do it proficiently so I think there needs to be some type of typing “homework”.

Tell stories in other ways… Oral story telling is a a fine art, put on a puppet show, make a short film!

Whatever it takes to inspire students to put pencil on paper! I would love to hear your ideas for inspiring writers.

Yes, Actually, We Can; Inquiry in Immersion

I don’t know why the false idea that immersion students can’t engage in inquiry persists and, to be frank, I get frustrated when I hear it. Honestly, guys, it’s filtering through to our students. The impression that second language students are not able to fully express their ideas and to explore deep questions is not true. In my experience it is not true that students need to revert back to their first language to engage in inquiry and many of our immersion students speak a language other than English or French at home, so right off the bat we need to get over the idea that it is even possible for the classroom to revert “back” to students’ first language for inquiry. 

  

So how do we as classroom teachers build the capacity of immersion learners to engage in true inquiry?

  

1. Build vocabulary

We do it when teaching literacy skills and we need to teach the language of inquiry as intentionally as we teach reading and writing. I have found that PWIM (or MIMI in French) is a powerful way to build subject-specific vocabulary. Make the language visible and refer to in often. Require that students use specific vocabulary and don’t accept a generic word where a specific word is needed. Demonstrate for students that language learners and inquirers are intentional seekers of information, including the right word for the situation.

2.Trust that there is translanguaging and interlanguaging

As much as we need to push students to learn new vocabulary we need to be aware that there will be some manner of translanguaging and interlanguaging as students build understanding of the language and of the inquiry topic. There is a fine balance between stopping a student’s rich expression of an inquiry topic to teach to correct grammatical structures. As immersion teachers we are keenly aware of this balance and keep it in mind; when are students translanguaging and when they are just not putting in the effort to use French?

3. Blend language arts with content areas

As immersion teachers, this is second nature. Building language skills goes hand-in-hand with building the skills for inquiry.

4. Engage students in Genius hour

When students have agency in their learning they have a purpose for undertaking the inquiry. Decide ahead of time what the non-negotiables are then allow students choice in their learning.

5. Stay in the second language!

Find resources in the target language and stay in the target language at all times; change your apps to French, change computer settings to French.

6. Be inspired by Vygotsky’s “more knowledgeable other”

Don’t be afraid to use buddies for fear that the buddies learn nothing as the big buddy. They can be modelling, improving language, opening and closing questions. Big buddies should come out of their learning with as much metacognitive growth as the little buddies. What do we know? How do we know that we know?

7. Provide more think time

Slow down. I have been trying to ask all students to reflect before anyone has a chance to share. I find this gives time for everyone to find an answer and for those with a quick answer the time to reflect on it and improve it. I ask students to give me a sign when they are ready to share; sometimes this means put up your hand, sometimes it’s just a nod, sometimes I tell the students I am a very good lip reader (I’d say I’m pretty average, actually 😉 and have them “say” without making a sound.

8. Share! 

The authentic purpose for language is communication! Students MUST share their learning in order to give inquiry and language purpose! Blog, tweet, host a learning fair! Don’t let the best part of the learning stay in the classroom!

I would love to hear how others are supporting additional-language learners. I think ELL teachers and immersion teachers have a lot to teach each other in this area. I’m still looking for good resources, so if you have anything to share please let me know!

Kandinsky: Artist Study

  
Sometimes you run across a book that could easily be extended a million ways but there just isn’t enough time to take it as far as you’d like. This post is a fairly quick share because this lesson is already getting cold in our memories of Grade Three.

  
We used this template to observe Kandinsky’s work and then students were each asked to create their own work of art that represented a feeling and included math.

We read The Noisy Paintbox on the recommendation of a friend and colleague @fiteach. The students really enjoyed the juicy vocabulary and were drawn in to the specific vocabulary used to describe sound. The book includes a short biography of Wassily Kandinsky and they were delighted to learn that he had synesthesia, where senses cross and Kandinsky heard colours.

We extended it to include colour poetry. The book Green by Laura Vaucon Seeger was good inspiration for using specific vocabulary to describe colour. Students are working hard to include all their senses in writing to evoke an emotion in their reader. 

I’d like to note how proud I am that my students know the difference between fiction and non-fiction and they readily discussed how Kandinky’s Noisy Paintbox, historical fiction, married elements of both.

The Wonder Wall 2.0: Ask Better Questions

“I’ll ask the question, a few of you will answer and we’ll pretend this is the same thing as learning.”

– Fischer and Frey, 2007

https://www.goodreads.com/work/quotes/25206641-a-more-beautiful-question-the-power-of-inquiry-to-spark-breakthrough-id

I have long been a fan of inquiry in the classroom but getting students to ask questions is not easy. The best part of learning occurs when we identify the gap between what is known and what we want to know. This is not territory that should be owned by the teacher.

I used to start with: what do you wonder? Then I moved to using a provocation like a short video, a story, or an article and then asking: what do you already know and what do you want to know.

Then the child has to be able to, somehow or other, realize that language is a tool for shifting stuff from that person to them
– Paul Harris

This lead to “the wonder wall” where students started with headings: what I think I know, what I want to know, what I have learned or verified, where I found my information, and ideas that turned out to be wrong. I still struggled with getting students to ask good questions. Moving beyond questions that can be answered yes or no or can be settled with a quick google search like a late night bar bet is a challenge.

Recently, I started using this template shared by @frank_ferrante with my students:


I struggled a little with translating the format into French but we made it work (look ‘ma… we learned the grammar of forming a question at the same time as provoking good questions! This was a rich place to start conversations about what a verb is, why it changes spelling, what is a subject, and how a question is formed. This is how we use language for authentic purpose.)

We used see, think, wonder to guide our inquiry (observer, réfléchir, se poser des questions). We started with a short provocation of looking for any information we could find about topics related to Tunisia (food, buildings, celebrations) and connected to what we knew about Calgary and the two countries we have already studied: Peru and India. Then we started asking questions. The book On the Way To School and the film by the same name provided powerful inspiration for asking questions.


The ground rules were:

1. Every question is a valid question

2. Listen to the question that comes before you speak and try to build it out so that it opens up

3. Aim for purple questions

The conversation was interesting to watch unfold as they pushed questions open by including more of what they already knew. An example of a question that grew(I have translated here but the conversation took place entirely in French):

“What do houses look like in Tunisia?”

“Why do houses in Tunisia look different than the houses in Calgary?”

“Why do they use the building materials they use?”

“How might the building materials they use depend on the environment in Tunisia?”

Of course the formula doesn’t work in every situation. Consider the question: What is truth? It falls into the yellow category, which might be considered a less interesting question but it is a deep question. The formula is just a starting place to get students moving beyond “googleable knowledge”.

Coming to deep questions is a long process but I really think the resulting learning is so much deeper and as students use questions to collaborate on a shared work product they will have the opportunity to learn from one another.

I’m currently working my way through this book and looking forward to asking better questions myself and to helping students ask better questions.

My take away so far: Warren Berger suggests designers use three questions that spark innovation: Why? What if…? How?

 

Drama as math provocation

This week my students are putting the finishing touches on scripts they’ll be using to create short films to present a math problem to visiting schools. The plan is for the viewer to watch the film, determine a problem, and solve it using math.

This, my friends, is no small undertaking. I’m nervous but that’s usually a sign that my students are on to something big!

Looking forward to sharing more soon!