One of my classes is really struggling with the group-graded Fishbowl discussions. They would be really happy if I just let them have Simple Circle discussions for the rest of the year. That would be easy and simple.
This group of students seems very reluctant to problem-solve their way out of an impasse. I can think of several strategies they might use to improve their performance as a group. Should I tell them what those strategies are?
I have, at times, given them class-time to hash out new strategies, but they don't really talk to each other in the right ways during these sessions. If they honestly assessed their own strengths and weaknesses and then did some strategic thinking about how to use their strengths to compensate for their weaknesses, they could improve. A few (perhaps not enough) of these students are accomplished athletes, and I'm surprised that they haven't transferred their skills from one domain to another...
But they'd have to get past thinking like individuals who are competing with each other for the best grades ... they'd have to truly pool their insights and skills. They'd have to see themselves as a team.
What I'm assessing, along with their critical thinking and reading skills, is the overall quality of the conversation and the demonstrated teamwork of the group.
And, as I found out during parent-conferences, some parents don't yet understand the direction we're moving in. I had a frustrated parent ask me, "Why are you teaching collaboration in English class?" I wanted to say, but didn't: "Why aren't we teaching collaboration in all classes?"
Too many of our students are still passive learners. We have a ways to go if we're going to change that.
While I won't be giving up on group grades for discussions, I may experiment next year with combining individual grades and group grades in both Simple Circles and Fishbowls. I also plan to have the Outer Circle from the Fishbowl help me assess the quality of the Inner Circle's discussion...
Friday, March 27, 2015
Wednesday, March 11, 2015
Observation Dates: An Open Invitation
My English 12 students are beginning to read Alice Sebold's The Lovely Bones. If anyone would like to stop in and observe our Complex Fishbowl student-led discussions, please note the dates below. (This is the last sequence of student-led discussions for the year, apart from a very few in May.)
We start each class-period with an assessment of some kind. These take anywhere from 30 to 40 minutes at the start of the class period, so if you want to observe the discussions, please try to arrive by 9 for the 1B class, by 11 for the 2A class, or by 2 for the 4B class. Barring any unforeseen events or special schedules, the available dates are below:
1B: 9-9:50 on 3/13, 3/17, 3/23, 3/25, 3/27, and 3/31.
2A: 11-12 on 3/16, 3/18, 3/24, 3/26, 3/30, and 4/1.
4B: 2-3:05 on 3/13, 3/17, 3/23, 3/25, 3/27, and 3/31.
Because State Music contest is happening on March 16th & 17th, we may have to revert to Simple Circle discussions on those days, so if you want to see how that format works, those are the likely days.
If you bring your device, I can share the students' prep-doc with you so you can see how they use it, as well as the chat function, during the discussion.
In the 1B class, we're experimenting with gendered discussion groups, as this class has struggled with group-dynamic issues. The girls have also decided they want to try using TodaysMeet as a second (& public) back-channel; I will project it on the screen as they discuss the reading for the first couple sessions. If they like it, we'll stick with it; if they don't, we won't!
You don't have to stay for a full hour, though you are welcome to do so. I think it takes about 30-40 minutes to get a real feel for the format, but pop in or out whenever you need/want to.
You don't have to know anything about the novel to get a sense of how discussions like these could work in your class or your discipline!
I have told the students we may have visitors, so don't be shy!
We start each class-period with an assessment of some kind. These take anywhere from 30 to 40 minutes at the start of the class period, so if you want to observe the discussions, please try to arrive by 9 for the 1B class, by 11 for the 2A class, or by 2 for the 4B class. Barring any unforeseen events or special schedules, the available dates are below:
1B: 9-9:50 on 3/13, 3/17, 3/23, 3/25, 3/27, and 3/31.
2A: 11-12 on 3/16, 3/18, 3/24, 3/26, 3/30, and 4/1.
4B: 2-3:05 on 3/13, 3/17, 3/23, 3/25, 3/27, and 3/31.
Because State Music contest is happening on March 16th & 17th, we may have to revert to Simple Circle discussions on those days, so if you want to see how that format works, those are the likely days.
If you bring your device, I can share the students' prep-doc with you so you can see how they use it, as well as the chat function, during the discussion.
In the 1B class, we're experimenting with gendered discussion groups, as this class has struggled with group-dynamic issues. The girls have also decided they want to try using TodaysMeet as a second (& public) back-channel; I will project it on the screen as they discuss the reading for the first couple sessions. If they like it, we'll stick with it; if they don't, we won't!
You don't have to stay for a full hour, though you are welcome to do so. I think it takes about 30-40 minutes to get a real feel for the format, but pop in or out whenever you need/want to.
You don't have to know anything about the novel to get a sense of how discussions like these could work in your class or your discipline!
I have told the students we may have visitors, so don't be shy!
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