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?


:)