Like how I said "as we could predict?" So, like all things, even the best laid plans might fail. I have had to revise every handout (that we're using in Google Docs) and have kept notes about how I would teach each mini-lesson differently. Even the students are giving me feedback about some of the documents.
I've kind of reached a point that seems to be a combination of complete frustration, disappointment, and excitement. I'm frustrated and disappointed with the time we have and the way things are actually playing out, but I'm still excited because I think I (and the students!) are finally getting it. So, halfway through the course, here's the good and the bad:
Let's start with the bad so we can end on a positive note:
- Our sixth graders have surface level research skills. I don't know why I didn't think of it sooner, because I know this is what they're exposed to prior to starting sixth grade, but every research project they've done up until this point was a packet of questions they answered by using "hot links" our librarian compiles or books. They are seriously lacking the ability to question, dissect their research, and expand on it to find something below the surface. Don't even get me started on our google search skills.
- I have six groups of mostly four students. It's extremely difficult to manage all the groups. I am trying to formally conference with each group once per week, and even that seems impossible to do. Fortunately, our DST is willing to help me out on these days.
- I feel like I have to keep interrupting their research for mini-lessons and clarification. I know they're annoyed with me about it. So I have to have "I promise" days when "I promise to just give you the full period to research."
- Tardiosis. That's right. My 8th period has a severe case of tardiosis. We need those two minutes like you can't believe! Time is of the essence in PBL.
Alright, how about some of the great things that are going on:
- Conversations. I've never seen students WANT to talk to each other about topics. They're trying to explain things to each other and trying to figure out cause and effect. Even though they're totally off base sometimes, their thought processes are so logical and allow me to question and help redirect them.
- We're making progress on the questioning skills. After a lesson and some activities about "digging deeper" (with an image of shovel in the dirt and all), there was a lot of "OOOOHHHH!'s" and of course the feedback that I already knew - "You should do this at the beginning next quarter." I'm not going to lie, I put on a show for this. I made it seem like this was the most important, most exciting, most invigorating thing these kids would ever do. But whatever works. They're reenergized and ready to roll.
- They want to contact experts in the field. I have to work out the logistics with the security settings on our student email accounts, but I'm thrilled that they want to contact outside sources, real people. It's terrible, but I can't think of another class that provides them the opportunity to interact with the real world.
Well, I hate to have 4 bad and 3 good, but that's where I'm at right now. I have invited the curriculum coordinator to observe tomorrow and touch base on the status of the course. I'm embarrassed to say it, but this class has made me come home and google "other jobs for teachers" more than once. I'm realizing, though, that it's important to take a step back, and appreciate that these students are growing so much in the process skills department that despite the trials of this first time around, this course will be a success.
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