Embedded Files
Problem
Navigating through a year of remote learning during the pandemic, and a year of readjusting to the classroom has surfaced and perpetuated challenges in student engagement across Maker. Since returning to in-person learning, teacher-driven instruction has been prevalent and both students and staff have voiced a need for regrounding core Maker practices of CBE, PBL, and design learning. Student behaviors such as lateness and daily / period attendance are additional areas of growth that have been identified based on student engagement and rigorous expectations. We don’t want students who are merely compliant; we want them to be learning, we want them to be challenged, and we want them to feel that their presence matters. We want the learning that happens in our classrooms to support them in their experiences outside of our classroom as well.
Hypothesis
If our opening activities bring in the lives and experiences of the students in the room, then the connection to content becomes more relevant and accessible to them, and is measured by the exit ticket responses as a form of formative assessment and student discourse during the opening activity as an informal assessment.
Target group
My target group is my C band Global History 2 class because they tend to distract one another when they are not being actively engaged in a way that sparks their interest in the content. Students have mentioned that they would rather do the work at home and the work is often never returned. I would like to find more grabbing activities for the start of class to spark interest for students and highlight skills that can be transferred to the activities during their skills practice time in groups or individually.
Planning & resources
Planning
Asking department for resources or figures to discuss for unit
Review WeTeach Materials/Scope and Sequence for opportunities
Review Bio-Driven/CRP Resources
Research meaningful figures of the time and their stories
Plan activities with linking biographies
Resources
Culturally Relevant Pedagogy: Asking a Different Question. Culturally Sustaining Pedagogies Series
Asking Josh, Sarah, and Julie
Data collection
Data collection
Baseline data
I did not collect data during MP 2. I started in MP 3 informally. Participation in the activity included all students in attendance. Additionally, table discussion included most if not all in small group discussion. Circulation by teachers touching each table ensured some collective conversation being had independently or when prompted by the teacher.
Measuring success
Participation and conversation starters in groups and during the whole class share out.
Overall findings & impact
Students were hesitant at first but once a few students participated others joined. For others, examples of what they could contribute was helpful in getting them started.
Actionable steps
If you want to use this strategy in your classroom, I recommend …
Using it as a way to get students to start conversations and/or connecting this to the course material.
Ashly Emerson | ashly.emerson@uamaker.nyc
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