Choose Your Friends Wisely (My 2017 PDS Commencement Speech)

choose your friends wiselyThe following script is from my commencement speech on choosing friends wisely that I delivered to my graduating 6th graders at Presbyterian Day School on Friday, May 26, 2017.

Mr. Hancock, Ms. Glenn, Mr. Fruitt, members of the board of trustees, colleagues, family and friends of our graduates, and boys of the Presbyterian Day School class of 2017,

I am honored and grateful for the privilege of speaking with you this morning. I’ve been struggling for weeks trying to decide what I want to say to you today. After all, today is an important day, and I felt pressured to deliver a speech that would impress even Kemp’s late great-grandmother. So with Nan-Nan in mind, I asked myself, “What parting words do I have for these boys? What can I say to inspire them and set them on a path to greater success? What should I tell them that they’ll always remember and hold dear to their hearts?”

I considered it. I wrote down a bunch of ideas and found some inspiring quotes to share, too. I watched several excellent commencement speeches trying to figure out what I might say to challenge and motivate you, but none of the topics seemed the right fit for you and me and what I believe you most need to hear today. So, I kept on deliberating.

As I was brainstorming, I reflected on my sixth-grade graduation–way back in 1983, and the wisdom shared on that glorious morning. And I remembered…well, nothing. In fact, I’m not one to forget things, but I can’t even remember who spoke to my class that day. Not only that but as I thought on my high school graduation in 1989, I couldn’t remember who gave that commencement address either. Nor could I recall the points he made that night.

So I guess the pressure is off, huh?

As I reflected on my elementary school graduation and the years that followed, I realized that it wasn’t long after sixth grade that everything started to change for me. Oh, I’m not referring to puberty, but yes, that happened, too. What shifted as I became a teenager was who my primary influences were. In elementary school, my parents and teachers mostly swayed my thoughts, feelings, and actions. However, in junior high, their hold gave way to the influences of my friends. Sure, my parents continued to be a significant part of my life. They still are. But as I look back now, I realize it was my friendships that shaped so many of my thoughts and decisions. I’m incredibly thankful I chose good friends. A large part of who I am today is because of their positive influence on me.

Boys, my message this morning is simple: choose your friends wisely. The man you’ll become is going to be strongly influenced by your choice of friends. You are starting a new chapter at a new school next year. Many things will change. Some of you will attend schools where everyone is new. Others will enter situations where you’ll feel as though you’re the only one. Regardless, it’ll be a new start for each of you, and you’ll have the opportunity to meet many new people and build new relationships. Choose wisely the people you invite into your close-knit circle of friends. Your good friends will have a vital role in what happens to you over the next ten years and beyond. As Proverbs 13:20 says, “He who walks with wise men will be wise, but the companion of fools will suffer harm.”

So, what makes a good friend?

First, a good friend is loyal. Through our seven virtues, you’ve learned that a true friend leaves no man behind. He should be there through the joy, the grief, your successes and your failures, and everything in between. Being there is important, but it’s more than just being present. A good friend should be trustworthy and willing to call you out gently when you’re in the wrong. And he should forgive you when you blow it and make of mess of things, too.

Melissa was my first girlfriend way back in the fifth grade. She was a cute and fiery redhead, and she liked sports. What more could an eleven-year-old want in his first crush, right? Things didn’t work out for us romantically that year, but we stayed close friends from middle school until today. As you guys know, my mom died when I was in the 6th grade, and I went through some tumultuous peaks and valleys as I worked through my grief over the next few years. Melissa had a front row seat to view much of my struggling, and sometimes she bore the brunt of my hurt and pain. Somehow, through it all, she never turned her back on me, and I’m thankful that her loyalty and her forgiveness has allowed us to remain friends for almost 40 years.

Find a friend like Melissa––someone true, who’ll stand by you to the end.  

Second, a good friend is kind. He’ll treat you with respect. He won’t put you down or do things deliberately to hurt you. He’ll help you see the good that’s in you and encourage you to be true to yourself.

Kelly is one of the nicest guys I’ve ever met. Back in school, he was the guy that everyone wanted to have as their friend. Don’t misunderstand me. I’m not saying he was Mr. Popularity. He wasn’t ever the life of the party, the best athlete, or the funniest guy in the room, but he probably was always the kindest. I can’t remember anyone ever talking badly about Kelly, but then…Kelly never said anything bad about anyone else either. He was always humble, thoughtful, and kind. I liked being around Kelly. Hanging around a bunch of guys can be exhausting with fellows picking on each other and trying to “one up” each other for laughs. It makes it tough to let your guard down and to be honest about who you are. I don’t ever remember feeling that way around Kelly. I never had to pretend around him. He wasn’t that kind of friend.

I hope you find a friend like Kelly––someone considerate, who you can be your genuine self around.  

Third, a good friend makes you want to be a better person. He’s not only someone you trust but also someone who brings out the best in you. His character is one you want to copy. He wants to do what’s right and inspires you to want to do right, too.

Kevin is one of my oldest and closest friends. Back in school, Kevin was known for being an excellent soccer player and for having a great sense of humor. Sometimes he’d do the most unexpected and hilarious things. But Kevin was also known as a hard worker, and he was very active in our church youth group. If our youth minister scheduled a service project like raking leaves or working at the community food pantry, it was a good bet Kevin would be there helping right in the middle of it all. Often, I’d join the work team just because Kevin was going and I liked hanging around him. Kevin was that guy. We don’t look like each other as much anymore. He’s still pretty skinny, and well, I still have all my hair. But back in high school, we had similar features and were often seen together. People would occasionally get us confused. I’d get called Kevin by mistake, but it never bothered me because Kevin was such a stand-up guy.

Find a friend like Kevin––someone who helps you become the very best you can.

Finally, a good friend prioritizes the friendship. All relationships require an investment of time, and a good friend makes himself available. Life through junior high and high school gets busy with school work, church activities, family obligations, sports competitions, extracurricular ventures, social commitments, community service, and yes, gentlemen, the pursuit of girls, too. A good friend should make time to hang out, to have fun, and to talk. If not, the friendship will never fully develop or will merely fall by the wayside.

Eric is a free spirit and a dreamer. He’s been a good friend to me through middle school, high school, college, and into our adulthood. One of the things I appreciate most about Eric is how he’s always demonstrated that our friendship matters to him. Eric was the friend who’d come over unexpectedly. He’d ask me to do something after school or to sit with him at lunch. In college, he’d frequently invite some guys and me to his room to play Tecmo Super Bowl or to watch Star Trek: The Next Generation with him. I’ve never wondered whether Eric wanted to be my friend because he’s always shown that our friendship matters. Even now, rarely a month goes by that I don’t receive a text from Eric checking in and asking when we are going to get together.

I wish for you to have a friend like Eric–someone who places great importance on having you as a companion.

That’s my challenge for you as you leave PDS, guys. Choose your friends wisely. Choose people who are loyal and individuals who are kind. Find friends who make you better and who think spending time with you is important. Choose wisely, my young friends. But maybe, before you start picking who you want to have as friends, reflect on what type of friend you already are. Then, choose to be the friend that you want to have. Be a wise friend, gentlemen, and choose your friends wisely. I love you.

Thank you.

Here’s the video of the entire commencement as PDS shared it on Facebook. My speech came after an excellent speech by one of my students. Kemp’s talk begins at the 29:00 mark. My speech follows at the 37:20 mark.

Chief Instagram Officers

InstagramLast year I wanted to involve my students in sharing the learning taking place in my classroom. I decided to try this by creating a rotating “executive office” I dubbed the Chief Tweeting Officer (CTO) for each class. After recognizing (and giving in to) the growing popularity of Instagram, I decided to add another executive office this year, our Chief Instagram Officer (CIO). (So you know, I also have a Chief Operating Officer (COO), a Chief Distributions Officer (CDO), and a Chief Sustainability Officer (CSO) on my rotating executive staff. I serve as the CEO.)

Our class Surface tablet is still designated for use by our CTO. Instead of having both social media executives share the tablet, the Chief Instagram Officer uses my iPad 2. I wasn’t completely comfortable with this idea at first. I use my iPad quite a bit, and it syncs with all my email accounts, my Evernote, my Google Drive, and all my personal social media accounts. I love and trust my students, but I’m not sure I want them to have that much access to my information.

My solution to this problem is to lock the iPad to just the Instagram app using Guided Access. I love the way the Guided Access works because I can “gray out” any area on the app that I don’t want students to use. So far it is working pretty well. I introduced the role by talking about the need to share our story of learning over the course of the year. We discussed how pictures help tell stories and what types of things we could capture and share about our learning. We also discussed the things we shouldn’t share and talked about the need to represent ourselves, our class, and our school honestly and respectfully. I’m sure we’ll continue those discussions all year. You can check out the stream here.

I’m not sure if there are other middle-level classes using Instagram, but I’m hoping we’ll find a few to connect with and follow. I’m interested to see how the role will develop as the year goes and see what my students decide to share. I’m already finding it interesting and informative to see the pictures the boys capture and to read the captions they write. I’m learning much about their perspectives.

Here are a few of my favorite images so far:


 
 

One logistical thing I changed from last year is that my officers serve for a full week at a time this year instead of changing daily. This gives the students more time to grow comfortable in the role and to become more adept at using the tool to share our learning.

So what do you think? What questions or feedback do you have about the idea? I’d love to read your thoughts. If you are an educator, we’d love to connect with you or your class. You can find us sharing online here or here.

An Idea: ELA Quads

Rectangle ABCD
by Illustrative Mathematics licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

One of the changes we’ve made in 6th grade this year is to combine our English and reading instruction into one English Language Arts (ELA) class. We still have two teachers and two classrooms. Marjorie focuses on writing instruction through Writers’ Workshop while I focus on reading through Readers’ Workshop, but instead of having separate classes and separate schedules. Two homerooms are scheduled to have us during a two-hour English Language Arts block. This is a step towards developing the humanities class we are planning to shift to in the future. I’m excited about the shift to (ELA) because it allows Marjorie and I to collaborate more closely integrating our teaching and it allows us greater flexibility and more control over individual student schedules.

With thirty-eight boys scheduled for a two-hour block of ELA at one time, we’ve been imagining ways to play with how our classes will flow and how boys will shift between the two workshops. We considered a block schedule grouping the boys and having them spend both hours with one teacher on alternating days, but we decided for now we prefer the boys both to read and write daily. We also prefer to divide up having our boys travel by homerooms.

In wrestling with these constraints, Marjorie and I designed a plan. Each boys will be assigned to an ELA quad. Within the quad each boy will have a reading partner and a writing partner, but their partners will differ depending on the workshop. The quads will travel together to the different classrooms and work together for small group lessons for the entire first trimester. The quad consists of boys A, B, C, and D. A and B are reading partners, and C and D are reading partners. A and D are writing partners, and B and C are writing partners.  The whole quad also doubles as a small group. At the end of the trimester we will “turnover the fruit basket” and place the boys in new quads with new partners. Because we are still getting to know the students and their personal learning needs, our first quads will be of mixed ability levels. However, we may adjust how we group the students as the year goes along.

I’m excited about the idea and the flexibility it affords us while providing some structure for the students. Our plan is to name each quad after an NFL team during the fall trimester, after an NBA team during the winter term, and after an MLB team during the spring third. (We want to avoid having groups of bluebirds and red birds.)

What do you think of the idea? What else do we need to consider? I’d love to receive your feedback about the ELA quad idea and ways we can make it better.


This is a pomodori post. My pomodori posts stem from my use of the Pomodoro Technique. I spend the first 25-minute interval writing a post and a second interval polishing, editing, formatting, tagging, and scheduling it. At the end of the second interval, the post is done.

The Story of Learning, Part 2

story of learningAs mentioned in my last post, I’ve struggled as I consider the question “What will be the story of learning in your classroom this year?” I’m a sucker for a good story. It’s why I love good books, great movies, and skilled teaching. All involve good storytelling, and I can get lost in a good story for hours and hours if time permits. I want our story of learning in my classroom to be a great story. It has to be a great story. My students deserve nothing less. But…I’m not sure I know exactly what that story should be yet. After all, I haven’t met most of my students yet. How can I possibly know what our story should be?

It’s important to develop my students’ voice. It’s important they have choice about their learning and have ownership of it. Their thinking matters. I know what skills, concepts, and dispositions they need to develop, but this isn’t really my story of learning. It’s theirs. As I’ve thought more about this question (while running 14 miles this past weekend), I’ve decided my students and I need to plot the story of our learning together.

Good stories don’t happen by chance. They have important elements that come together to create a powerful story. We need to consider those same elements as we plot the story of our learning. Here is a quick list of some questions I plan to work through with my classes as we develop the story of our learning together. We’ll start contemplating and discussing these together during the first few days of school.

Setting: Most of our story will take place in Room 218 at Presbyterian Day School in Memphis, Tennessee. Nevertheless, I want my students to consider the type of environment we want our classroom to be. What will be the tone and ethos of our room? What should we do to make the most of our space? What pledges do we need to make to each other to create the environment we want?

Character: What types of learners do we need to be? What attitudes and behaviors should we adopt to create a great learning story? How should we treat each other? What do you see as your strengths as a learner, as a reader? Where do you want to improve?

Conflict/Rising Action: What are the problems we want to solve? What questions should we explore? How will we handle disagreements among us? What are the internal and external conflicts that might get in the way of our learning? How should we address them? What will we do when we struggle or when things are hard?

Climax: What would be the greatest thing you could do this year individually? What do we want to accomplish as a group? What aspects of learning and school matter to us the most?

Falling Action/Resolution: What would need to happen in order for you to say you had a successful year in this class? When you look back at 6th grade, what do you think you’ll remember?

Theme: What is the main goal we want to achieve this year? What are the “throughlines” that tie all our learning together? What are the big questions about conflict (our grade level theme) we need to consider?

I’m out of time to write. Does any of this make sense? What other questions should my students and I consider as we “plot” our year together?


This is a pomodori post. My pomodori posts stem from my use of the Pomodoro Technique. I spend the first 25-minute interval writing a post and a second interval polishing, editing, formatting, tagging, and scheduling it. At the end of the second interval, the post is done.

The Story of Learning, Part 1

The Story of LearningBeginning the school year is incredibly hectic for me and my wife. We are both teachers working in different schools in different systems. We also have four children—in four different schools. Each with its own unique start of school schedule, traditions, and expectations. In addition to this, I’m shifting to a Readers’ Workshop approach to my classes this year, and I’m once again training for the St. Jude Memphis Marathon. It’s Friday morning. I’m tired and feeling overwhelmed. My students arrive next Wednesday, and I’m not ready—not even close.

At one of our first-day meetings, my instructional leader asked us to stop and reflect for a moment. She asked, “What will be the story of learning in your classroom this year?” The start of a new school year is an opportunity for a new start. This is my fourth new start teaching sixth grade reading, but Susan reminded me my students only get one sixth grade year. They only get to be a sixth grader one time.

As I sat there trying to reflect on the learning in my room, my mind was blank. What will the story of learning be in my classroom this year? I had no idea. All I could think about was the lists I need to complete, the schedules I need to coordinate, the books I still need to read, the forms I need to make, the files I need to organize, the shelves I need to rearrange, the lessons I need to create, and the planning I need to start. I couldn’t see it. I couldn’t picture the story of learning. I wanted to see it, but I couldn’t.

I want to stop all of this craziness. I want to spend some time dreaming and wishing—imagining what our year of learning in sixth grade reading will be like. I really do. I cannot think of anything I’d rather ponder, but I’m overwhelmed by the start of school. There’s too much to do. My checklists runneth over.

I’m not dismissing Susan’s suggestion. I’m holding on to it. I woke up with it early this morning hoping I could  steal a few minutes to sit and reflect—to zoom in on what I truly want for my students. And yet, my lists keep calling to me. Here in the quiet of this morning, I’m still being pulled toward a more visible form of productivity. So for now, I’m just going to keep carrying the question in my heart and mind: What will the story of learning be in your classroom this year?


This is a pomodori post. My pomodori posts stem from my use of the Pomodoro Technique. I spend the first 25-minute interval writing a post and a second interval polishing, editing, formatting, tagging, and scheduling it. At the end of the second interval, the post is done.

Prepping for Back-to-School

back-to-schoolMy back-to-school in-service starts Wednesday. I’m looking forward to the new school year and everything a new beginning signifies. Over the past few days, I’ve reflected on how my approach to the start of school has changed through the years. A video shared by Hugh McDonald on Twitter and the discussion that followed sparked my thoughts. While this teacher has made some choices I wouldn’t make, I appreciate the passion and excitement he’s bringing to his work. He want san inviting space for his students and I can appreciate that. However, I was somewhat surprised by the comments of several on YouTube who equated his decorating with his teaching. Those are NOT the same thing. I’ve sat in rooms with four bare walls and learned from some extraordinary teachers. I’ve also sat in some beautiful rooms where the teaching was awful and the learning absent. Don’t get me wrong. I’m all for an inviting space, but I see no correlation between one’s ability to decorate and his ability to teach.

Here’s the video Hugh shared:

I’m reminded of myself as I prepped in my first few years teaching. As a rookie teacher, I would start working in my room weeks before the students arrived. I’d spend hours (if not days) arranging desks, decorating walls, writing names in textbooks, creating lists of rules and procedures, and ensuring I outlined and explained it all in a typed, class syllabus handed out the first day. This wasn’t necessarily a bad use of my time and energy. After all as a single guy with few responsibilities outside my job, I had the time, and I had plenty of nervous energy about each upcoming year, too. But I’m not sure it was the best use of my time either.

After fifteen years, I don’t spend too much time decorating and arranging the space before the students arrive. I do break my room into two primary sections. I arrange one part as a reading/living room area and the other part as an instructional side complete with desks in pods to ease conversation and small group work. The only things I put on the walls are the posters required by my school (standards and language of thinking) and the visible thinking anchor charts we use most often. The only real decorating I do is outside my door where I creatively (and tediously) display the names of my homeroom students. We post and share student thinking (usually on Post-It® notes or written on the IdeaPaint™ wall) on the rest of the board and wall space in my room.

During in-service, I try to spend most of my “room work” time planning and reflecting on the learning that I should happen in my class. I don’t spend time considering rules and procedures. The students and I work together develop these in the first weeks as we get to know each other. One of my goals is to have a student-centered, inquiry-driven classroom, where each student knows his voice and choice matters. Obviously, there are a few non-negotiable procedures we must follow (like what to do during emergencies), but when I can include the students in making decisions, I do.

As a husband and parent, I have demands on my time I didn’t have when I began teaching. My vacation time from school is valuable time with my family, and it’s important I be present with my wife and children investing in my relationships with them. Summer is time when I can truly focus on them. Therefore, I don’t spend much time at school in the weeks before in-service. I understand why some teachers do, but I don’t. Sure, I still read professional texts and work on my professional goals during the break. Summer is a great time to reflect on my work, but you will no longer find me spending the last few weeks in my classroom burning the candle at both ends and trying to get my classroom perfectly decorated and my syllabus appropriately typed.

What about you? How do you spend the weeks leading up to the start of school? How has your prep for the start of school changed through the years?


This is a pomodori post. My pomodori posts stem from my use of the Pomodoro Technique. I spend the first 25-minute interval writing a post and a second interval polishing, editing, formatting, tagging, and scheduling it. At the end of the second interval, the post is done.

Book Review: War Horse by Michael Morpurgo

Book ReviewAs part of my professional development goal for 2014-2015, I read War Horse by Michael Morpurgo. My goal was to consider the novel as a text for my sixth grade students to read during their study of World War I. The book is told from the viewpoint of Joey, the war horse, and focuses primarily on Joey’s relationship with a boy named Albert and on Joey’s experiences serving on both sides in France during the war.

The novel’s primary theme is the universal suffering that occurs through evils war.  The book is short (only 165 pages), and the plot is easy enough to follow. I think it will be a good text for us to use early in the year while I’m still trying to get to know the students and their reading skills. While the book has some sad parts, I don’t think it is too much so, and I feel those parts of the story help develop the primary theme. I also think the story will tie easily into my school’s character education program and give us ample opportunities to discuss several of “the virtues of manhood.”

Overall, I think the novel is worth reading and is useful for our newly developing approach. I’d like to find some additional reading to tie in with it, and I’d love to watch the movie after we’ve finished to compare it to the novel. I haven’t taught much literature connected to World War I so I’m looking for more resources and ideas I can find.

If you have any ideas or suggestions, feel free to share them in the comments.


This is a pomodori post. My pomodori posts stem from my use of the Pomodoro Technique. I spend the first 25-minute interval writing a post and a second interval polishing, editing, formatting, tagging, and scheduling it. At the end of the second interval, the post is done.

 

Book Review: Circa Now

Book Review“What if you could photoshop the fantastical into existence?”

Every now and then I read a book that resonates deep inside me and I cannot stop thinking about the characters and the story long after I’ve put the book back on the shelf. I’ve read a lot of books, but there have only been a handful of novels that I cannot truly put away–books that I must revisit time and again. J.D. Salinger’s The Catcher and the Rye and Harper Lee’s To Kill a Mockingbird are two books that through the years have beckoned me to read them over and over. They are powerful stories, and I have made deep connections to them. Amber Turner’s Circa Now is another one.

The book is beautifully written. Turner has an amazing way with words. Her well-crafted prose pulled me into the story quickly, but the main character, twelve-year-old Circa Monroe, held me there. Two chapters into the story Circa’s world falls apart when her father dies unexpectedly, and as a reader I was transported back to when I, too, was twelve and my mother died. Circa’s story isn’t all sad, though (and neither was mine). As Circa and her mother try to put their lives back together, a mysterious boy arrives at their door who seems to be magically connected to the Monroe family.

I won’t spoil the story because you need to read this book. If you are a middle school teacher, you should add it to your must-read list. The book gives insight into students who’ve suffered the loss of a parent, but it is also just a great story with a touch of magic and filled with hope. I’m planning to use it as a read aloud this year with my sixth graders, and I’m planning to host an author visit with Mrs. Turner, too.

Teachers, one cool resource Turner created to go along with the book is a collection of “Shopt” Story Starters. These photoshopped pictures are wonderful creative writing prompts and tie in perfectly with the book. My own children had a big time writing their own “shopt stories” at the book launch last month.

I’m out of writing time, but do yourself a favor and grab a copy of Circa Now. You’ll be glad you did. I rated Circa Now a 5 out of 5 stars on Goodreads.

Full Disclosure: Amber McRee Turner is a dear friend. Our friendship dates back 30-plus years to junior high school, and I’m proud to call her my pal. Nevertheless, her work stands on its own. She’s a true talent and you ought to check out her work regardless of her connection to me. However, I did receive an ARC of Circa Now from Amber to read and share with my 6th grade students. (I also bought a copy when the book released because I’m going to need extra copies.)


This is a pomodori post. My pomodori posts stem from my use of the Pomodoro Technique. I spend the first 25-minute interval writing a post and a second interval polishing, editing, formatting, tagging, and scheduling it. At the end of the second interval, the post is done.

Chief Tweeting Officers

twitter in classI’m trying something new this year using Twitter in class. I’ve designated a Chief Tweeting Officer (CTO) role in my 6th grade reading class. I created a class Twitter account, @MrCsClass, a couple of years ago, but I never really did much with it. Occasionally, I used it to share things my students were learning and doing in class, but it was always from my perspective and I used it very inconsistently. I want this year to be different. I want my students to have a greater voice and I want us to share regularly. I hope our rotating CTO job will help us down that road.

Our school has a dedicated hashtag #PDSmem, and in my room have a dedicated Twitter device, too. While at ISTE 2013 this summer I received a free Surface tablet that I wanted to integrate into our learning environment. Using the Surface allows me administrative control, but gives the students the easy access they need. So far, I’m liking the way that it’s working for us.

When introducing my classes to Twitter, I gave the students a handout at the beginning of class to use for Practice Tweets (PDF). (Let me know if you’d prefer a Word document.) We talked about what kinds of things people might want to know about our learning and how we might use Twitter to connect with learners around the world. We discussed including images, hashtags, and links and the importance of adding value to others with what we share. The students had to write two or three tweets during class time while we went about our other class activities.  The handout had to be submitted back at the end of class as a “ticket out the door.” Here’s the handout I created (each space represents a character):

twitter in class

(Next time, I might have students send their tweets through a Google form, but for this first exercise I wanted them to use the hashed lines to see the number of characters available.)

I took my class rosters and have assigned students different days where they will serve as our CTO (Chief Tweeting Officer). When the CTO enters the room, he picks up the Surface tablet so he can tweet a few times during the class period. We’ve only been at it a few days, but the boys have done a good job so far. Here is a sample of some of their tweets

As I said, it’s a good start. Hopefully, as the semester goes we’ll be able to connect with some other learners and other classes. We’d love to make some global connections and develop some friendships around the world as we go.

Do your students use Twitter in class? We’d love to hear how they use it. We’d also love to connect with other middle school classes. Consider following us at http://twitter.com/MrCsClass. We’d love to hear from you.

Diving Into Project-based Learning: Reflections

project-based learningNow that the project is over, I admit diving into project-based learning was beneficial. The students and I learned a lot, and I don’t think I would have taken away as much had I chosen to simply dip my foot in the pool. Not long after we completed our project, my principal asked if it was worthwhile and if I would do it again. My first response was “I don’t know…maybe.” Planning and managing the project was really challenging, and the daily classroom chaos stretched my comfort zone significantly. And yet. . . project-based learning engaged my students. They felt a sense of ownership toward their learning that I hadn’t really seen before. So yes, I’ll be doing it again. In fact, I’ve already submitted my professional goal for next year, and it’s once again focused on project-based learning. (I’ll share more about that later.)

In addition to accomplishing my own professional goals related to PBL, I want to do the following things next year:

  • Partner with another teacher so that I am not the only teacher providing feedback and guidance throughout the project.
  • Have my students identify and define the driving question for our project-based learning.
  • Provide more time and opportunity for presentation, peer feedback, reflection, and revision.
  • Spend some time early in the year teaching my students the social media skills I want them to have. I want to turn them loose with our class Twitter account, their own blogs, and perhaps even a class Pinterest account and let them promote their own work and learning.
  • Be extremely purposeful and thoughtful in identifying the “needs to know” to help guide the students’ research.
  • Identify a person or group that my students can formally present their projects to that will serve as a more authentic audience.

I also had hoped to have several students write guest posts about our dive into project-based learning. Several boys agreed to do it, but unfortunately, the end of the school year and sixth grade graduation prevented them from getting posts together before we parted for summer. Without the guest posts, I decided to offer the next best thing and share some of the comments they made about their work on our Google Feedback Form.

Here’s what the students had to say:

What was the most challenging part of the project? 

“The most challenging part of this project was finding what we were going to do for our project.” – L. L.

“The presentation, I had to restart and do the entire PowerPoint all over.” – J. P.

“To me, the hardest thing was making posters from scratch and not copying off another image from the internet.” – G. B.

“I think the most challenging part was when we kept thinking of different pages or ideas and where we should put them. Also, we had to wait on the other groups to finish their projects.” – W. M.

What are three things you did during this project to help your classmates or your team?

“1) I researched the matter and did what was to be done. 2) I showed others how to do this or that and showed them sites for research about their project. 3) I stayed on task about 90% of the time and used my time wisely.” – T. M.

“1) I tried to come during Flex time to work on the project for my partner. 2) If my partner was struggling, I helped him do his part. 3) I cleaned up the messes that we made while doing our project.” – S. S.

“I edited all the videos. (Insert imaginary bullet in head) I overlooked all the presentations, (wrong things, grammar, spelling, etc.) I also interviewed many people, and set up some more interviews.” – H. D.

“I made all the emails we sent to organizations. I made our presentations. I brought the group together to stop arguing.” – A. G.

What made the biggest impact on your learning during this project? Why?

“Finding out all that I did about homeless people during the research part of this project, and how many homeless people are really out there. It just completely changed how I thought of these people, before that I did not think that there were actually that many homeless people out there, but now I am more than happy to help out as well as overwhelmed by how many people who are out there that are actually homeless.” – A. J.

“It is finding that so many people today are still affected by racism because there are still groups even in America that are still as racist as they had been in the 1800s.” – J. H.

“The research made the biggest impact on my learning during this project because it taught me more about sweatshops and how it affects the people who work for them and their families.” – T. H.

“Working as a team I could not do it all by myself.” – P. M.

“I used to think that homelessness was just a small portion of the world and just happened in 3rd world countries. But from research, I realize now that it is everywhere.” – H. P.

If you could go back in time and start this project over, what would you do differently?

“I would go back and change the way we formatted the website. I do like our design that we have now though I think the pages could have been in a different order and we could have taken out a few.” – J. M.

“Work more on my research.” – H. U.

“Come up with a better slogan, I don’t think the ones I came up with were my best.” – L. A.

“I would have done more research for Diigo, and I would have learned how to cite my photos before I found a lot of them because I lost 5 photos and a lot of my time because I did not cite them right when I got them.” – W. P.

“I would have spent more time working on my research. I think I could have commented more on other people’s bookmarks.” – R. C.

“I would organize our priorities better and manage time better.” – A. C.

What is something you accomplished during this project that makes you proud?

“This project is going to a fantastic cause. It will truly help the people who are less fortunate.” – A. R.

“I think that I made something that will teach someone else about sweatshops.” – W. S.

“The one thing that I accomplished during this project that made me proud was actually trying to do something other than raising awareness. We found a chance to volunteer that really did make a difference in someone’s life. I have never done that before, so it really makes me proud.” – W. Q.

“Finishing the video made me proud. We had worked so hard to finish filming and find facts and the song we used at the end.” – D. B.

How did you apply what you learned from your research in your project?

“I applied the stuff from Diigo to help with our website design, and I used the facts page to put lots of facts on our page. I also used the quotes, pictures, and much more.” – J. F.

“I applied most of the facts and stats from our research into our infographic to make it as detailed as possible.” – C. F.

“I used my research in my project by making my logo. The cycle in the logo I came up from the research I did. Chronic unemployment is a cycle which is hard to stop, so we want to stop the cycle.” – E. N.

This is the eleventh (and final) post in this series on my “Diving Into Project-based Learning.” If you want to read more about my first experience with PBL, you should read about my professional goalmy research and resourcesthe genesis of the ideaour project brainstormsthe rubric designour need to knowour inquiryour innovationfeedback friends and going public.