My friend’s high school-aged daughter volunteers every week in Chicago at the Shirley Ryan Ability Lab. There she gains invaluable experience working with individuals who suffer from physical limitations brought upon by a spinal cord injury, stroke, amputation or some sort of traumatic brain injury. She will play card and board games, for instance, to help patients work on memory and fine motor skills. These tasks, once routine, now require intense mental effort and energy. Continue reading
This big question comes from a New York Times article by Beverly Gage, which was shared via Twitter by Mary Ellen Daneels ( @daneels_m ), lead teacher mentor for the Robert R. McCormick Foundation and contributor to IllinoisCivics.org
The article does a fantastic job giving historical perspective on the various movements which have taken root, which include contemporary ones like MeToo, Parkland and Black Lives Matter as well as those dating back to the 60s and before that the temperance and anti-Catholic movements of the early 19th century. There are so many intriguing lines of inquiry and observations but one that I found most compelling was this observation about how movements of today lack staying power. Gage writes… Continue reading
I love fishing. It’s a chance to relax, be in nature and enjoy a little peace and serenity. The best part, though, is the excitement of setting the hook on a really big fish. That’s the beginning of an enjoyable struggle whose outcome is always uncertain.
Usually the hardest part is setting the hook just right.
In teaching we often feel like we are fishing without a hook, trying every strategy we can to get kids excited, asking questions and taking learning seriously. Despite our noble efforts, we fall short many times. It’s usually not that our lesson was poorly conceived as a whole; it’s that we never got started in the right direction and so things just sort of… fizzled out.
If we can’t set the hook, especially in a class driven by Big Questions, then students quickly lose interest and usually we can’t get them back.
So what is the best way to set that hook?
Bring in a little philosophy.
“I think, therefore I’m right.” Whether it’s defending a position on gun control, angling for a better grade in class or arguing about musical tastes in the lunchroom, many students tend to think that thinking about and believing in something are sufficient grounds for the truth of that something. Often, adults are no better. The whole idea of actually having strong reasons behind beliefs is noble in the abstract but requires mountains of patience and work to actually put into action. Thus, when faced with the agonizing choice, many of us stick to our hard and fast opinions rather than embrace the grueling work to justify those opinions with careful reasoning. Continue reading
Over the years I’ve noticed something about professional development. Whenever a new teaching strategy is introduced, there tends to be a focus on the many benefits of the strategy but little consideration of what must be given up to enjoy those benefits. This is unfortunate because assessing the costs of a strategy alongside its promised benefits is the only way to make a smart decision as to whether it is worthy of adoption.
So let’s not make the same mistake with the Big Questions approach to teaching.
We ended last week’s post with a question: What are the overriding benefits of using the Big Question approach that justify the costs?
Here we go. Continue reading
The Giving Tree by Shel Silverstein
Rewind five years or so…
The setting: I needed a Big Question in government to teach about liberal and conservative views on the role of government, a topic that often generates intense debate. On one side are students who think government’s role should be limited and people should fix their own problems. On the other side are students insistent that government has a moral obligation to help citizens directly. From health care to welfare, from tax policy to social security, this fundamental disagreement on the role of government lurks beneath so many issues and even fuels much of the party polarization within Congress. Continue reading
Here’s something to think about after the Super Bowl.
We know why we like instant replay so much. We get to see reality in slow motion
to catch what we missed the first time. With instant replay we have the power to paint a more in-depth, accurate picture of what happened. With a clearer picture in mind, we gain a deeper understanding.
As teachers, we are interested in understanding too, but unlike football, we don’t get the benefit of replay. We must catch our mistakes the first time and make on-the-fly adjustments based on intuition and incomplete information. Thus, we’re always chasing certainty and our picture of reality is always fuzzy. Continue reading