Last week I released a quick “20 for 20” exercise that I developed, and many of you wrote back saying, “Hey, yes — more like this.” So in the first couple days of this week, that's what I've been doing — creating sample learning experiences and writing at the bottom of each how it's designed to target the five key beliefs beneath student motivation. I've tried, perhaps to my peril, to sample the spectrum of the academic disciplines — to my math colleagues, my apologies if “Counting Grass Blades” is total folly. I'm tempted to give that one to my own students, though — just because it's a bit absurd and fun.
So, I'm pleased to share with you four total example lessons, which I've listed below for your convenience.
- 20 for 20 (Social Studies, ELA, Gr 4-12)
- Introduction to Nature Study (Science, ELA, Art, Gr 4-12)
- Counting Grass Blades…Because Why Not!? (Math, Gr 4-12)
- A What If? Exercise — Brainstorming New Learning Strategies for COVID-19 Conditions (applicable to all grade levels)
Please note that few of those will work perfectly “as is” with your students. The more you can personalize them, the more likely it is that they'll be motivated to do the work with care. But at the same time, I want to encourage you to keep your personalization efforts as simple as you can. I'm alarmed at how many teachers are reporting that they are working even more hours now than they were before. Remember: there's only so much juice in an orange, even if you're working from home.
Here's an example of what I mean regarding simple personalization. The last lesson in that list above centers on a video of me walking through the exercise, but the video is quite rough and meandering. You could surely do a much better job in five minutes or less, just by watching my video, jotting down a few bullet-point notes, and then filming yourself.
These are not meant to be “take and use” resources as much as they are emergency “micro-PD” for helping us do emergency remote teaching well. We learn how to do this better by seeing some examples and making minor adjustments as we see fit.
I'd love to hear what you think of those lessons, and I'd love if you'd share with anyone you think might benefit.
*I've taken to calling it “emergency remote learning” because I think this writer is right. Thank you to our colleague John Reynolds of Colorado for sharing that article with me.
TOM JAGGARD says
Dave,
I loved your 20 for 20 idea! I personalized it by only asking my students to add three examples of their own after reading the two examples that I wrote. Some of my students submitted three good examples, but most of them submitted two, one, or none. None of my students gave me more than three, even though I encouraged them to do so. I loved the idea, but I am afraid that I have trained my students to just barely meet minimum expectations.
How do I fix this next year?
Thanks for the great ideas!
Tom Jaggard
Grade 8 US History
Rockport, Texas
Dave Stuart Jr. says
Hey Tom! You are zooming out to a huge big picture question — how to we build in our students a sense of pride or accomplishment in going above and beyond? And how do we do this when our school systems often non-verbally value bare minimum compliance rather than pursuit-of-potential action?
These are questions I’m currently wrestling w/ using the five key beliefs.
Susan Schripsema says
Your blog has been most helpful in the work of designing my continued learning plan for 10th grade students. I built a tic tac toe choice board of enriching problems to solve (not projects) at the intersections of three styles of “text at the center” and three levels of “influence of your solution”: self care, care for those close to you, care for your world. Students here in NM have been on hiatus from school since March 16. We are reconnecting with them in virtual learning spaces on Monday, April 13. After a month away from this place we call school, I’m hoping my choices of problems to solve feel authentic to their needs. And I’m open to their unique interpretations of what “read this website and asses the feng shui of the rooms where you are sheltering” might look like…what learning might look like in their context.
Dave Stuart Jr. says
Susan, this tic-tac-toe board sounds so thoughtful. Would you mind sharing it w/ us that we might borrow or use it? I’m hearing you describe things that sound a perfect fit for what I’m hoping to do w/ students.
Susan Schripsema says
How do I share it? Where can I attach a pdf?
Wes says
Thank you Dave for being you; for being a voice of help and guidance. I so appreciate all you do in your online PD, blog, books, and now in this emergency. Peace.