Two Birds, One Stone: Critical Thinking and Collaboration Activity

Is my blog post title impolitically correct?  I reside in Redneck, Alberta where killing birds is pretty common-place.  You’ll live (Even if the birds don’t!)

I went “old school” today, which is odd for me, as anyone who knows me knows.  I used to push tech; now I’m open to students preferences. But today I forced pen to paper in order to make my point about the need for critical thinking and collaboration in our “learning community.”

I’ve taken to calling my ELA 10 class a community.  The students laugh at me but are slowly beginning to mimic me, even if it’s facetious for now.  I want students to believe that a community of learners will benefit them so much more than a class of students.  My goal for the class from the start of the term has been to build their critical thinking skills (see here), and now I want them to begin on collaboration as a critical thinking strategy.

My lesson today was designed around having students believe that collaborating together can actually benefit them by aiding them in their critical thinking.  For a bit more background into the current assignment, see this post and the end of this post.  Essentially, I want to move away from “essay” writing and replace it with more authentic “proposal” writing.  There are some major similarities, but there are also many significant differences. In order to do this, I am using a real life proposal straight from the desk of President Obama a mere 3 months ago.  The proposal deals with reducing gun violence in order to keep kids and communities safer.  The stated context of the proposal was the Sandy Hook Elementary School shooting this past December.  My students watched a powerful 15 minute news video produced by ABC to gain the needed context.  We discussed the tragic event, vented our outrage, and they brainstormed a list of 6 proposals individuals or groups might make in light of this event.

Today’s lesson introduced them to the proposal from Obama.  All we focused on for 80 minutes was the ~250 word introduction that contained a fantastic title, 3 paragraphs, a numbered list (the ideas), and a clear statement of purpose (the thesis).  I read the intro to them complete with appropriate emphasis and emotion (stopping to add some humour to the class with a photo to “explain” the 2nd Amendment of the American Constitution (We are Canadian, so it’s not common knowledge):

Bear Arms

Then the real learning began.  I slowly and carefully explained (and reexplained then drew a picture to visualize the explanation) what I wanted students to do:

  • Take out 2 blank, lined sheets of paper (What if I use a notebook?  Then tear one out and leave the other in.  Can I use my iPad?  No, this needs to be paper today. Can it have other stuff on it?  No, blank sheets, please.)
  • Today you will be completing a critical thinking activity and should come to understand that asking questions is encouraged rather than criticized.  Hence, I don’t mind your questions at all . . . but they should be thoughtful questions!
  • When I tell you to, you will skim back through the introduction.  As you skim through, think of two questions you would want to ask The President if he was here right now.  Keep in mind these questions should make you sound smart and thoughtful rather than, you know . . . (. . . like we actually are Mr. Groff?  No, no.  You are all smart and thoughtful and you’ll prove it today.)
  • You will write down your two questions on both sheets of paper, at the top, nicely, not all huge and stupid like, like the grade 11’s insist on constantly doing.  (laugh laugh laugh) [but they all got it right].
  • Again, once you have your two questions, you’ll put them both on both sheets of paper. (So both my questions go on both sheets?  Or question one on one sheet and question two on the other?  Both on both.)
  • Here, let me show you.

2 paper example

  • Okay.  Do that now.  [It took a while.  I warned them to keep their work covered and private because if their neighbour has the same questions as them their lives will soon get very difficult.  Students struggled to think critically and come up with two thoughtful/insightful questions to ask The President.  BUT they refused help.  They understood the task and insisted that I do NOT offer them a suggestion.  [Of course, I wandered the room looking over shoulders.] After most had their questions down, on both sheets, I let them get a drink and relax while the others finished.]
  • Now, listen carefully.  When I say “go” I want you to pass ONE of your sheets to the person on your left. [They are in a semi-circle, all community-like.] (Which way is left? That way [picture me pointing left].  Which sheet?  I don’t care, choose one.  Maybe the neatest one. If you have one in your notebook, pass it and keep the loose page.  But then people will look through my notebook.  I want to pass the other one. No you don’t.  Trust me.  And they won’t have time to look through your notebook.  Do I need to put my name on it?  No, you don’t.  What?  Just trust me.
  • When I say “go” I want you to pass one sheet to the left, the neatest, or the one in your notebook.  Left.  That way. [picture me pointing left . . . again.]
  • Then, read the two questions on the page you get.  So Jimmy is going to get up and take his paper across the gap in our circle (I have to get up?  Fine, I’ll take your sheet over) and he’ll get a sheet from Sarah.  Jimmy is going to read Sarah’s two questions.  Then he’s going to reread his own two questions–the ones on the extra sheet of paper he kept (Oh, that’s why we wrote it out twice.  Yes.  Wow! You really thought of everything.  Yes. Yes, I did.)  Then he’s going to determine whether Sarah’s questions are different than his, or the same.  If they are different, he’s going to write his two questions out on Sarah’s paper.  He’s. Going. To. Write. HIS. Questions. On. HER. Paper.  IF, they are different.  (What if they are the same?  [Ignore and continue]) If Sarah has one, or both questions the same as Jimmy’s then Jimmy gets to think up one or two more questions to add to Sarah’s sheet. (Oh, no.  It took me forever to think up the first two.  This is why I told you not to copy your neighbour’s questions.  I didn’t.  Then likely you’ll be okay.)  When you’re done, do nothing.  Sit back and relax.
  • Ready? (Yes) Any more questions? (No)  Gopher! [students begin to pass papers until some laugh and chide their friends because I didn’t actually say “Go.”  [They get their papers back] Goal! [same] Goat! [groans and no movement] Go!!! [And they do.]
  • [Sit back and watch the work happen.  Critical thinking and collaboration everywhere.  First they thought critically about the introduction of the proposal, getting to know it better without realizing it. [Not the real point at all.  I couldn’t care less how well they understand this text–but understanding will happen regardless]  Then, they are considering whether or not their neighbour’s questions are the same as theirs. (Mr. Groff, I think this question is the same, but one of the words is different.  Let’s take a look, but I bet you’ll be writing a new question.  Oh, nope, okay.  The word that is different actually changes the meaning of the question.  “Reduce” and “Eliminate” are not the same.) [A couple more close calls happen but in every circumstance the questions are slightly different in their meaning.  Stop the class and mention that they are now understanding the importance of word choices.  It is critical that you use the best word to get your message across accurately.  [unintended learning] Write a draft, then go back and rethink your word choices.  You often won’t be there to explain that you meant one thing but mistakenly wrote another.]
  • Now, pass the paper you received to the left again.  Keep yours, but pass the one that isn’t yours.  (Why don’t you just say “get ours back again?”  Because Rick, you need to learn your left from your right.  You don’t want yours back. [this one didn’t really happen, thank goodness!]
  • Repeat what you just did.  Read the four questions on the page you just got, the last two should be the same two you just read but not necessarily if your neighbour had to write a new question.  If any of the questions are the same as yours, you need to write a new question.  If all four are different from your two, add your two to the list to make six questions.
  • Repeat.
  • Repeat
  • [Before the end of class, have students collect their original paper, which now has 10 or more questions on it.  They will know which is theirs because the first two questions on it will be the two questions they have on the other sheet in front of them.]
  • So, how many of you had to write new questions at some point. [Very few hands]  Isn’t it interesting how you struggled to come up with two questions from a 250 word introduction, yet most of you came up with different questions?  Were any of the questions terrible? [No, they weren’t.  They were all acceptable questions, many were thoughtful, and a few were insightful.]  Sharing your work with others, and getting to see theirs, can truly help you see a text or a situation from a different perspective.
  • As you walk out the door today, you’re going to throw one of your sheets in the recycling bin.  I don’t care which one.  That choice is yours. [Stand by door and recycling bin and watch students throw out the sheet with only two questions on it.  Nod in agreement and save their rationale for tomorrow’s class.]

 

 

 

 

 

 

 

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