Ending with the Beginning in Mind

     And, just like that, Burke shocks, disappoints, and yet inspires with the end of his "big ideas. . ."

"So far you have read about how I apply the instructional principles in my classes; now it is time to apply these ideas to your classes. Such units are best created through collaboration. . ."

Initially, as I read this, the thought of collaboration scared me. Not only am I an introverted individual, but I fear the possibility that no one will want to collaborate. ". . . it helps to collaborate, though this is not always possible." However weird that might sound, Burke eased my thoughts sentences later when he explained that through online communities, as one example, teachers can meet other teachers, get feedback on assignments, share ideas, and even gain other classroom ideas and advice. Even if there isn't such a network in my future school, it's nice to know that there are avenues to turn - collaboration is only a click away!

     Toward the end of the final chapter, Burke finally said what I had been hoping to hear for years and knew must be possible!

"The current emphasis on testing and measurement, accountability, and Annual Yearly Progress (AYP) threatens to reduce education and our work to a list of skills to be taught without any regard for the deeper, more meaningful content of the curriculum we came to teach. Yet I have not experienced "standards-based instruction" as an obstacle to creating engaging lessons that provide the skills and knowledge students need while also ensuring that they have the experiences we would want our own children to have in school."

I could go on for words and words about that, but I think it's pretty self-explanatory. I've always thought that it was weird when teachers would blame the shortcomings in their classrooms on standards and state mandates - I would think: "Isn't the classroom what you make it?" The overly-stringent standards and less-than-adequate levels of measurement on our students may be a nuisance, unfair at times, and get in the way of what really matters, but, as teachers, we don't have to let those inconveniences (which is just what they are) become our scapegoat and bring us down. After all, isn't that quality what separates us from just any Joe or Sally teaching in a classroom? I'm glad he made this point - I always knew it to be true. . .

     He wraps up his final thoughts with the thoughts of Linda Darling-Hammond, writer of Powerful Learning: What We Know About Teaching for Understanding (2008). She, to begin with, points out "three fundamental and well-established principles of learning that are particularly important for teaching":

1.) "Students come to the classroom with prior knowledge that must be addressed if teaching is to be effective. If what they know and believe is not engaged, learners may fail to grasp the new concepts and information that are taught, or may learn them for purposes of a test but not be able to apply them elsewhere, reverting to their own preconceptions."
2.) "Students need to organize and use knowledge conceptually if they are to apply it beyond the classroom. To develop competence in an area of inquiry, students must not only acquire a deep foundation of factual knowledge, but also understand the facts and ideas in the context of a conceptual framework, and organize knowledge in ways that facilitate retrieval and application."
3.) "Students learn more effectively if they understand how they learn and how to manage their own learning. A "metacognitive" approach to instruction can help students learn to take control of their own learning by having  a set of learning strategies, defining their own learning goals, and monitoring their progress in achieving them."

She "adds that studies consistently find that highly effective teachers support the process of meaningful learning by":

- "Creating ambitious and meaningful tasks that reflect how knowledge is used in the field"
- "Engaging students in active learning so that they apply and test what they know"
- "Drawing connections to students' prior knowledge and experiences"
- Diagnosing student understanding in order to scaffold the learning process step by step"
- Assessing student learning continuously and adapting teaching to student needs"
- Providing clear standards, constant feedback, and opportunities for work"
- "Encouraging strategic and metacognitive thinking so that students can learn to evaluate and guide their own learning"

Trust me - Burke wouldn't have quoted Darling-Hammond and I wouldn't have, in turn, "re-quoted" this information unless it was absolutely and very much crucial and essential. Now, all that is left is for review of Burke's units and the creation(s) of our own! I have scanned some of his unit planning sheets and supporting documents and attached them below. I hope they help guide you in your unit-planning, as well! And, if you haven't already, somehow try and commandeer this text - and pass it on! You won't regret it!

Happy Trails!


:)

E pluribus unum (Out of many, one)

     This particular chapter was entitled “Meaningful Conversations,” and emphasized important and useful activities and questions to have, well, good conversations; ones that are personal to them, relevant to the lives they lead, and that will motivate them to continue to think and stay engaged throughout the unit. Burke has some pretty “big ideas” himself for these chat-sessions. He begins the chapter with a confession but also an important reminder and refresher for the teacher-audience:

“As I did in the senior unit, I want to walk through a complete unit organized around a big idea – a question we need a good chunk of time to answer or at least examine. Thus, it is important when teaching big ideas to begin with the end in mind, choosing not only a question that can sustain prolonged inquiry but also the texts, assignments, and assessments that will ensure that students learn the many different skills and gain the breadth of knowledge we expect of them during their time in our class.”

     Burke uses the classic, state-mandated novel Of Mice and Men – which I just bought from Goodwill to read next! – as an anchor book to begin this talking-emphasized unit. The running question, theme, and BIG idea of the unit is: “Am I my brother’s keeper?” The students begin with a simple free-write of the question; pick one line from their responses that they feel best sums up their opinions/thoughts; and – you guessed it! – begin the discussion by sharing their “lines” with the class. Burke continues the chapter with the various ways in which he builds up the question, amps up the activities, and conducts conversation.

Ways to help build background knowledge and establish the setting of the novel

-          Show video clips and background readings

-          Explore the title itself

-          Use programs such as Google Earth

-          Incorporate works of art by a relevant artist 

-          Have students record their thoughts and questions while looking at photos or videos

-          Conduct yet another class discussion on these findings and questions

Scaffolding (and state-aligning) thinking through questioning

-  Create “reading guides” (shown below, Figure 4.5), using leading verbs to focus the question, elicit meaningful responses, and asses one’s own teaching objectives

-  Have students write different types of questions (i.e., factual, predictive, etc.) to help practice and develop “test smarts”

-  Make sure assignments/guides elicit, invite, and prepare students for substantial discussions in the next or later class meetings – don’t let them, as Burke puts it, “run the risk of becoming ‘just homework’ and having no actual place in the daily discourse of the class about the book itself.”

-   Help students use the same skills they would use to “read” photos, art, film, etc. and apply them to textual reading; play these various forms of art off of one another to help with the “analytics” of reading (and subsequent discussion)

Using supplemental texts to extend the conversation and inquiry

-  Incorporate other texts that allow the class to consider the big question from other perspectives, and connect it back to the anchor novel

-  Use advertisements, speeches, short stories, memoirs, etc. to reinforce and also challenge the big question – the sky’s the limit!

-  Talk about it, and then write about it – allow them to connect these supplemental readings and textual connections to their own lives

Assessing and reflecting

     “The trick is to come up with some culminating work that everything prior has prepared the students to do but that is not redundant . . . At the end of a book, we all feel some need to bring it all together – assess their understanding and, in my case, reflect on the Big Question one last time.”

     Although there are a number of ways to go about this, Burke used a blog to assess what the students learned in a culminating fashion; he had them read an excerpt of a speech by President Obama, respond to it, and connect it to Of Mice and Men AND their essential, big question. He concluded the unit with feedback from the students, in which they answered several questions assessing the value of the blog assignment. Some of the blog responses, and a piece of feedback, is shown below.

:)

Natural Curiosity

     WOW - what a unit! Burke begins this particularly lengthy but rich chapter by choosing a "big idea" to explore. Romeo and Juliet is required reading for many (freshmen) students, and while the big ideas are there the modern connections to students are not as overt. Instead of denying this and continuing to subject his students to lessons as old as Shakespeare's prose, Burke takes on the challenge by focusing the play on the big idea of "relationships." What's not to like?! Not only can this help students better relate the material to their own lives and understanding, but it forces them to face the different aspects of relationships (familial, friend, mentor, etc.) and what makes them good or not-so-good. The starter for this unit is not only something so ingenious, so interesting, and so fitting, but so . . . simple. Interviews! Not only are interviews a great way to explore questions, but learn even more because it is being broken down by questions to discover knowledge and information. For students, it's a great excuse and format to learn about their parents' marriage(s) (or lack thereof); learn to write and phrase questions appropriately; speak with someone about a serious topic for the sake of academia; and learn more about relationships and how it relates to Romeo and Juliet.

     Burke is BIG on graphic organizers. This is the next step he takes in exploring relationships. As important as questions are in guiding and shaping thinking, being able to synthesize what was asked and the answers are really what help students come to realizations and solidify their thinking on the topic. Not only do graphic organizers help students organize their thoughts and interviews, but act as a great tool and resource in guiding their further, deeper thinking; ideas and values surface, they are enlightened by new information that may challenge their thinking, and this circle of thinking is on a direct path to fullness. What I had found most important, however, is how exploring big ideas and questions can actually help students better understand and appreciate - maybe even enjoy - Romeo and Juliet! Their not walking blindly into the dense, frilly language of Shakespeare with a complete feeling of disconnect, but a mind that is open to the big idea Shakespeare also explored centuries ago. Exploring relationships for and in the play give them a background of the story (and its theme and purpose), a reference to fall back on, and motivation to see just what Shakespeare meant. If he shared the same thoughts centuries ago that the students are now, it's a least worth a gander. An effective graphic organizer can help make this happen! Among many other things, of course. But, these explorations can not only lead to more literate and articulate teens, but individuals who can think (for themselves) and maybe - just maybe - make better decisions in their various relationships. A.K.A., actually learn something useful and lasting!

     Burke concludes the chapter of his unit by describing how, in the midst of Romeo and Juliet and personalized guidelines, he gives them a choice and chance to explore a "big idea" of interest to them through various reading materials. In this case, one autobiography, biography, and memoir. Although it appeared random to me amongst all the graphic organizers and relationship exploration, it makes sense; students need a breather from Romeo and Juliet. And, the only way to benefit from that breath and stay motivated is through choice. Not only does this motivation lead to deeper thinking and bigger ideas, but many different ones! By allowing students to explore their personal interests through this reading, their learning is essentially personalized. In addition, they are most likely and most often working harder and challenging themselves because they are in the pursuit of what they want to know; little do they know, their results benefit them and their instructor in so many wonderful ways. These things, friends, add up to the natural curiosity of human beings, and the best kind of learning (and teaching) one can experience.


:)

Education Should Disturb When Possible

     This half of the chapter on "Natural Curiosity," combined with my recently-reflected-upon substituting experiences, have really and truly helped me realize the importance of the teacher. I know it sounds cliche, but it's true. In earlier posts I, on a level, criticized Burke's claims - I made the rookie (and yet timeless) mistake of doubting higher-inquiry studies and learning from those "tougher to teach" students. Although Burke may be illustrating his points and modeling his inquiry-based units with more "ideal" students, he probably does this to help illustrate the maximum potential his "questioning" can reach with students.

     He and his readers - although not me, at first - probably understood the inherent challenges with this unique and authentic form of learning and instruction, especially with first-time users. This, I have come to realize, is teaching - challenge. It is at the core of (lifelong) learning, and it is something that not only comes with the job but with the very joys of learning itself. I understand now that although Burke may be illustrating his points using a number of "best case scenarios," he is so very, truly right on: not only are question-based units and forms of instruction a richer and more rewarding learning experience overall, but it takes a very thoughtful and dedicated teacher to accomplish and work at it. Although Burke's textbook examples of student work and thought may take more time and much effort to achieve, I truly believe (and see!) now that it is the teacher that helps begin, instill, and inspire these "results." The student population doesn't matter, only the true will, determination, and love of their educator. And some help from Burke. ;)


:)

A teacher is one who makes himself progressively unnecessary.

  Thomas Carruthers

First: I do. Second: WE do. Third: THEY DO!

     I always find it rather difficult to begin and organize these blog posts - Burke's ideas and points are numerous and all so profound that it's difficult to know even where to begin! Well, "Ahem!" To begin with. . .

This particular chapter was titled "Spirited Inquiry," and it not only focused on what sorts of questions to ask students, but, more so, how to teach students "which questions to ask, when to ask them, and how to investigate and formulate an intelligent response to them." It was interesting - he mentioned how it seemed as though his students desired to major in "everything but English." This is interesting because it is through English that Burke is not only equipping his students with the tools necessary to study any discipline, but able to get students to really think, and answer the questions us humans are destined and meant to ask - what makes us human. And, in my experience, English was the only subject that really and truly caused me to step out of my comfort zone of thought, question everything, and develop a sincere desire to learn. Studying literature and philosophy. . . who would've thought?! But, moving forward. . .

     As I mentioned before, Burke focused this chapter on student questioning; not only conjuring up sincere inquiry, but discussing these questions amongst peers in a structured and ongoing manner. Burke not only suggests doing this through a number of mediums - class/face-to-face discussion, online blogs/forums, unique presentations with accompanying activities, and in the form of one, final research paper - but in a way that is focused toward their interests. For example, Burke has the entire class read Crime and Punishment, but he assigns students/groups to read and inquire about the text through a "lens" of interest (i.e., faith, choices, relationships, psychology). As students are seeing the text through different perspectives simultaneously and motivated through their interests, maximum learning and inquiry can only result! It is almost as if the students/groups are all reading different works! And, as we all know, a text is best read and understood from the eyes of many. As always, Burke does a really great way of constructing his inquiry-based lessons and units - they're clear, wrought with high expectations, and with the student in mind. And speaking of the student in mind, Burke also points out the importance of inquiring from students their opinions of the inquiry-based class/assignments as well. Along with a number of assignment examples below, I have included the student response to his feedback/evaluation form.

Another great chapter, another plethora of information learned - my work here, for now, is done!

:)

Write of Passage

     I want to use this particular post - continuing on the chapter I blogged about prior to this one - to elicit more feedback and commentary from readers than rambling and speculating on my part. I mentioned in my prior blog that I felt as if some the creativity and achievement on behalf of the students were not just a product of a question-oriented facilitator, but their "ideal" type of status as students. In his work, Burke will explain the importance of the question-driven assignment, lay the question-ridden assignment out (including examples from students), and finally discuss the amazing successes brought on by the students' creativity and his focus on questioning. I am not skeptical of the methods behind the madness, or the results, but the end products seem to be too good to be true, especially from predominately independent work. I'm just trying to imagine the ninth and tenth graders I tutor to produce writing and thinking like that merely with guiding questions and follow-up conferences. . .

     I don't mean to critique the work, but I want to see if my inexperience as an educator is what could be contributing to my skepticism; I feel as if Burke offers his question-driven units as full-proof plans, but I don't really get a sense from this text that he has had a number of major hurdles or challenges in order to implement his units. I can't help but think about what in their backgrounds also helped motivate the students and elicit such higher-order thinking and writing. . .

     This is really directed for current teachers. Please, if you could, view the sample work (and corresponding assignment sheets) below and let me know your thoughts:
- Do you think the curriculum model itself offers itself to this standard/stature of work?
- Do you think using senior AP students was the best example in testing his question-driven unit?
- What do you think would be some typical procedures or starting points for (younger) students who may need more guidance to elevate to the type of writing and thinking Burke's students are doing?

*The sample documents are below


:)

Example of unit assignment for AP seniors (primarily to be done independently)

Example of senior AP work

Sample writing by AP senior

Digging for Gold

     The more I'm reading the more I'm LOVING - especially since now I am getting into the nuts and bolts of Burke's question-driven units. He tends to write his chapters inductively, so since I am only halfway through this particular chapter I can only summarize what I read and make sense of it by my own assumptions and interpretations. I find that writing a blog per half chapter might be a better route, as well, since he jam-packs his chapters with copious amounts of AWESOMENESS!!!

Anyhoo. . .

     This particular chapter - "An Intellectual Rite of Passage" - deals with the "engagement" aspect of question-driven units. He implores readers/teachers to "begin with the end in mind," and create questions that students will not only benefit from in a lasting way, but be able to see and experience their purpose by design. One must:
1.) Identify the desired results
2.) Determine acceptable evidence
3.) Plan learning experiences and instruction (based on the desired results and skills being measured)
Burke relates the challenges that come along with this "engaging" to his soon-to-be graduates suffering from the inevitable and detrimental "senioritis!" These students are not only still in desperate need of academia, even if they disagree, but especially of question-driven academia that is truly meaningful and purposeful for their individual selves. I guess, in essence, we should approach our question-driven lessons and assignments as if all of our students have some kind of "-itis" they are suffering from. . . and the only cure is knowledge - the search for their own answers to personal, relevant questions!

     While the thinking and aligning behind his units/lessons/activities are wonderfully appropriate, intriguing, personal, thoughtful, and clear, I can't help but think about the "control group" (his students) he is using to illustrate and support his points. Not only are these students seniors, probably the least difficult (at least behavior-wise) age group to deal with, but Advanced Placement seniors - the more intellectually-elevated and driven students. Not to mention, from their writing, they seem to be particularly articulate, thoughtful, and well-written students, who have probably had the pleasure of his elevated standards, expectations, and curriculum in past years. If I have not eluded to my point enough, what I am expressing is that even though Burke's work is phenomenal, it appears to be implemented with a very ideal, high-achieving group of students. While I, in no way, doubt the credibility or success of his plans, I do wonder if he is underestimating other, various challenges that come along with such high standards and levels of thinking. What if one has not taught their students in the past, and is working with a "clean slate," so to speak? Or, what if other teachers have taught in such different ways, shocking or confusing students through a question-driven curriculum such as this? Or, what about, for instance, very low-achieving, at-risk, low socio-economic students? Sometimes the motivation and articulate writing do not come standard with students, and I am interested in how to approach those particular student challenges while also implementing effective, question-driven lessons and strategies that will work for them, particularly. . . Thoughts?


:)

"Students enter school as question marks and graduate as periods." (Neal Postman)

     Although I found myself, at times, mixing up extended citations with general text; alarmed that some people actually believe students of the technology age are half-wits and doomed; and wondering, amongst the pages-long lead-in, where on Earth the thesis was, I enjoyed the introduction and am eager to read on for the fish and potatoes (I don't eat meat) of this curricular quest-ioning! I love how Burke began with the foundational thinking of Socrates; what a wonderful way to begin a text on modern teaching by connecting it to its intellectual roots. He cited that it is a "means of using. . . a systematic process for examining the ideas, questions, and answers that form the basis of human belief," and that ". . . thought itself is a continuous thread woven through our lives rather than isolated sets of questions and answers." Good stuff. And it's nice to know that there are still people who not only believe this in their heart, but teach by this philosophy. I don't feel like such a black sheep anymore! And, already, I'm pretty much infatuated with this guy.

     He mentions the importance and necessity of questioning, and its rightful place at the heart of teaching. He reminds readers of maintaining high standards and challenge through inquiry, as well, and how important these are for student success in, outside of, and beyond the classroom. Burke also talks about what true inquiry looks like and results in, how big of a role it can play in the preparation for college, and even as students search for their own, personal "Why?", wondering where on Earth they fit and the point of it all. . . Basically, this questioning stuff is a pretty big deal. It's linked to overall happiness, success in other subjects, and a well-rounded, learning-loving, out-of-this-world professional in ANYTHING! And it all begins with is thought, curiosity, and a teacher to help lead the way. I'm intrigued.
    
     But, if I may. . . What semi-bothered me was the picture Burke painted - rather, used the disdaining words of Mark Bauerlein to illustrate - of today's youth. I'll begin with a quote:

The children now love luxury. They have bad manners, contempt for authority, they show disrespect for their elders. . . They no longer rise when elders enter the room. They contradict their parents, chatter before company, gobble up dainties at the table, cross their legs, and are tyrants over their teachers.

This was written and expressed by Aristotle. Yeah - that long ago. The point I'm eluding to is that kids, and the way their "wiser," older counterparts view them, has not, and probably will not change - in the "big picture" kind of sense. I'm not so sure how much I liked the reference to students "nowadays" being pretty much rotten, doomed, and not giving two poops about learning. Not true. Not true at all. Things have changed, yes, but have children, deep, deep down, really changed all that much? Or is that just the old man or woman inside of us trying to lecture their way out? I get that voice in my head sometimes, too, but I refuse to look down on children and believe they are "worse" than their predecessors. Or that they are doomed to learn or grow. If anything, wouldn't any worsening be their predecessors fault, since they are the example? Anyway, my point is, adapt. If they overuse their cell phones, drag the devices into the questioning. If they'd rather talk with friends, invite them in on the discussion-action! And if they don't seem interested, give them choices. Ask them. And don't label them as a problem before trying to understand them. Question them, prompt them, encourage them, love them, inspire them, CHALLENGE THEM! Try them - they might just surprise you.

   I don't know everything, and I sure hope I don't come off that way. I'm not saying using cell phones in a lesson will do the trick, but what I am saying is keep the open mind you want your students to have also. Although I am still very much enjoying Burke's book and look forward to more insight, I think we need to question ourselves before our students. Are we going to truly question them, and learn ourselves, or continue to ask them the questions that confirm our own beliefs? They don't have to be doomed with our help. The glass is half full, friends!


:)

I'll be foreward. . .

     I haven't even begun the body of the text itself and I am tickled pink with excitement! I'll try to help illustrate this excitement by describing an experience I had just today. . .

I was doing the usual - tutoring ninth grade students (since it was an Orange day) in their AVID elective since I was not assigned to substitute a classroom at that particular time. I do, however, act as second teacher on many occasions since I am their exclusive sub and since the teacher likes to put me in charge when she needs a break. Understandable. Anyway, if you don't know, AVID stands for Advancement Via Individual Determination, and is a college-readiness/academic elective that helps build character and model students; supports at-risk/low-income students in their collegiate endeavors; and has an in-depth, systematic, and collaborative tutoring component, helping build classroom community, encourage in-depth inquiry, and practice self-teaching skills. To say the least! Well, it began like any other tutorial session; continuously prompting students to get their notebooks out, stay seated, and gear up for learning. I'm not sure how it happened, but I found myself playing around with them, cracking jokes, and laughing until I had tears streaming! I felt like the worst tutor ever - I thought the teacher was going to lecture me after class! My four kiddos and I managed to get through the session, but I was skeptical of the TRF (Tutorial Reference Sheet) results. . . They were the best I had seen all year! I couldn't believe my teary eyes! But I thought back to the lesson - yes, we were laughing, joking, and even watching some student try and make up his own math problem, but we got it done. But not just that - the students EXCEEDED expectations and past experiences. This is why I got so excited reading the foreward; Arthur Applebee explained that there are people, namely the author, Jim Burke, who truly care about the quest and questioning of learning, and having fun in the process. And not only that, but that it SHOULD be!

     I want everyday to feel like today did; laughing, joking, LEARNING, and laughing some more. I am very much looking "foreword" ::wink wink:: to this book, because Burke is described as a man who carries the experience of a teacher (sympathizing with the challenges of teaching and writing with that in mind), the wisdom of a novice professor, and, yet, the inquiry of a child. I am just so very glad and relieved that I chose this book! I believe so very much in the art of motivation, and I truly believe that a love of learning is inherent within every soul; just, unfortunately, not always drawn out or utilized. I can see from my post and feel under my skin my high expectations for this book - I will keep that in mind as I read and blog along. But, I am thrilled to read:

It is impossible to leave Jim's book saying, "but kids can't really do that," and equally hard to leave it wondering just where to start, because Jim gives teachers everything they need to begin this journey on their own.


:)



P.S.
I am happy to report that the student who made up his own math problem (trying to avoid being caught for being unprepared!) actually had the most successful tutorial! Upon realizing his mathematical flaws - which took much attention and intent for the students to notice in the first place - the students were actually coming up with numbers and equations that would work for the problem! Unbelievable. Learning. Love it.