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.


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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. ;)


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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!

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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


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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?


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