In my current Invitation to Psychology classes, students are being pushed to make meaning of this new content area and, furthermore, apply individual understanding of the content to pursue independent curiosities and interests. It was during July 2015, when I attended the Inquiry Schools' Summer Teaching Institute at Science Leadership Academy in Philadelphia, that this idea started brewing. I left the Institute with a clear long-term picture: Psych students were going to blog about their learning, while also questioning the content and curating artifacts on social media (and begin to build a PLN), in order to independently pursue an area of interest in Psychology.
Background
As an institute attendee, I was immersed in SLA-style teaching and learning, meaning specifically "inquiry-driven, project-based, technology-enriched learning." The most beneficial activity was speaking with current SLA students. They hosted a "Project Fair," during which we rotated around the hall and they explained their projects. What was most fascinating
was the manner in which these students spoke about their learning, thus
showing how much they own their learning. What is even more impressive
is that the students ranged anywhere from an "A" average to a "C"
average, and some hailed from the city's failing middle schools. It was in hearing
their voices that I was reminded of how powerful active learning is. The week's activities served as a great reminder that all learning is inquiry-based, and as teachers we must pique all students' curiosity so they, too, formulate questions and learn.
I utilized my time at the Institute to plan a semester-long inquiry-driven, project-based, technology-enriched learning experience for my own students. After brainstorming with an old college friend, Amanda Neuber, who has taught Psych at the college level for years, and with the guidance and assistance of Josh Block and Tim Best, SLA teachers, I constructed a framework for an independent (digital) portfolio project, which will later serve as the foundation for selecting a topic or area of interest for independent research.
At the mid-term point of the semester, the students will reflect upon their website and provide feedback to one other student. Then, each student will independently plan a project to investigate a topic in psychology more closely. The research project is being constructed in alignment with the ideology of 20% Time Projects, or passion-driven work. Students will pick the topic they want to know more about or a problem they want to solve, all within the context of Psychology. They will propose a project, plan it out, implement it and publicly present it.
The Power of the PLN
Remember--all learning is inquiry-based.
During EdCamp New Jersey in November 2015, I sought out sessions that mentioned digital portfolios, inquiry, projects or genius hour. I stumbled upon priceless information about integrating Google Apps into portfolios from Sean Hackbarth (@s_hckbrth).
Then, Chris Aviles (@TechedUpTeacher), who I cannot stop thanking enough, told us about siteMaestro, a Google Sheets add-on, which makes pushing out the portfolio template and "filing" the digital portfolios a breeze. SiteMaestro has been key in keeping the focus on the content of the student portfolios, not the design of the website.
Afterwards, I also consulted AJ Juliani's (@ajjuliani) The Complete Guide to 20% Time (and Genius Hour) in the Classroom, which is composed of four independent learning modules and oodles of helpful resources. I checked out Joy Kirr's (@JoyKirr) Genius Hour materials. I looked through Adam Schoenbart's Developing Genius Reflecting on Choice blog post, which includes materials that he used with his students. I am planning to introduce the last portion of the project during our unit of study on Motivation and include Daniel Pink's The Puzzle of Motivation, a TED talked recorded in July 2009. Schoenbart's slideshow explaining Genius Hour to his students includes some very powerful images of schools of the past, and of the present. (HINT: they look the same!). I love the power of including students into my rationale.
To my PLN, thank you.
So what?
Traditional grading is often a task that docks students on what they don't know, but the digital portfolios are a means of assessing what students do know. What they care about. What they wonder about. What they find interesting. No test could have ever given me this much "data" about my 99 Invite to Psychology students in this short time frame--4 weeks. Thus far, we've covered the story of Psychology, Psychology as a Science and just started into Memory. Students are engaging with the content. They are making connections with the content and their own lives. They are asking powerful questions about complex psychological concepts. I am excited to "grade" their projects. The portfolios have transformed my attitude towards grading, which is often very stressful for me. I have a good routine that includes reading and conferencing with each student one to two times every week or two. This cycle of feedback and conferencing, though still being developed, has already positively influenced student work. Moving forward, I am planning to study Starr Sackstein's (@mssackstein) Teaching Students to Self-Assess: How do I help students reflect and grow as learners?
Where do we go from here?
This is what I really want from students. I want them to be in an environment that fosters their own curiosity and motivations, so they feel empowered and supported enough to take a risk in learning. I want them, much like myself, to be led to uncharted territory, so they can learn and do more than ever thought possible. I want them to make a public declaration about what they have learned and what drove them to learn it. I want them to have a clear understanding of how to reach out and find supports to further their own learning.
I want them to see that learning is a part of every day life, not just an activity that is constructed inside of four walls from 8 am to 3 pm Monday through Friday.
