Embracing the Struggle – Students Wrestling with Real-World Issues

Late last spring, a team of Writing Workshop faculty took a very deliberate plunge into the commitment to “Do Different” (see last few blog posts for reference…if you need to). As a team, they redesigned the 8th grade course called Writing Workshop. In brief, they created a suite of courses from which students could choose – Environmental Studies, Screenwriting, Journalism, etc. All sub-categorized writing workshops would build on the common ground of strong writing. However, students would now possess a more powerful voice in choosing the theme or topic about which they would problem find, problem solve, and…write.

About 30-40 students chose to focus on Environmental Studies. More specifically, they decided to explore global climate change. The teacher-facilitators combined sections so that they could team teach and collaborate more efficiently. The entire cohort utilizes multiple lenses through which to study the issue, and they remain committed to the particulars of writing about global climate change – how we use writing and complex communication to build understanding and/or persuasion around the issue.

In Linda Darling-Hammond’s book Powerful Learning: What We Know About Teaching for Understanding, she explains five core characteristics of project-based learning. Among other traits, PBL is “authentic, by posing problems that occur in the real world and that people care about” (35). Global climate change is such a problem. Public misunderstanding and controversy surrounding global climate change is such an problem.

So…the student learners take on these problems and struggle with understanding them. Kudos to them for DOING so. As a team, the teacher learners and student learners are contributing to and maintaining a class blog. Through this tool, the teacher-facilitators have expanded the teacher roster – those people who can participate in the learning progressions of the student learners and the team. Last week, from an authentic blog trail of responses and reactions, the class established a Skype session with James Hrynyshyn. On Tuesday, Hyrnyshyn wrote about the Skype session on his own blog.

I think this is SO COOL! For these students, the learning they are doing about the environment is integrated – science, math, history, writing, etc. are blended disciplines, mixed together in the genuine stew of real life. Technology is not the topic of discussion, rather it is merely a tool through which access to conversations and information is made possible and pursue-able. The learners are not limited by the people in the physical room. Walls are torn down in the name of leveraging tech tools to learn from those who know and participate in the problems in the world outside of school.

The pedagogy and content used in “Writing Workshop: Environmental Studies” is NOT a substitute for the pedagogy and content that used to be “covered” in the course. To think of it as such would make us worry about “what is not being covered” that used to be. This is new and it is important. Critical content, essential skills, and requisite knowledge is being constructed for these learners – in the wonderful messiness of real life. The teacher-facilitators are leading from an emerging future, not from past experience. After twenty years of being a professional educator, I imagine this course is something that the student learners will more deeply remember and call on when they are older. Our future depends on such transformation in schools.

The students could be writing process papers detailing the directions necessary to build a PB&J. Or they could be wrestling with real-world issues and embracing the struggle of finding the “truth” and building upon that solid foundation of learning. I appreciate the choice they have made…a choice to Do Different.

RECOMMENDED: Related post at Wright’s Room blog by Shelley Wright

One thought on “Embracing the Struggle – Students Wrestling with Real-World Issues

  1. We have just been talking about this in the cohort this year. Creativity, play, and spontaneous enjoyment have been on our mind lately. How we nurture this in our children and in our students? How do we keep the fire burning and merge play with learning? Play is learning, but we move from open-ended play to highly structured play. Is that why the creative spirit is “sucked out” of our students? These questions and more are on the minds of cohort members.

    We will spend the day at the High Museum playing, all be it a little structured.

    Thanks for the great post!

    Bob

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