Our new metaphor

Over the weekend I was vacuuming, which I find cathartic but that's another story, and was thinking about school.  An old saying popped into my mind: "Give a man a fish and he eats for a day, teach a man to fish and he eats for a lifetime."  This quote is by a Jewish Spanish philosopher named Maimonides.

I wrote the quote on my white board; however, I wrote give, a day, teach, and lifetime in another color.  At the beginning of each period I had the class read the quote and I asked them what it means.  Each student was correct in their interpretation.

I then asked them why I chose to write those specific words in color.  I got, "You wanted them to stand out." or "They are important."  Well, yes, that is correct but I wanted more information.  I had to prompt them more.  From each class I finally got that they saw the quote as a metaphor for our new PBL class.  SCORE!

My next question was: is it easier to be given a fish to eat or fish for it, reel it in, clean it and then prepare it?  Every time I was told that getting a fish is easier.  I then asked them which class is easier: the old way of me talking and assigning work or the new way.  I got, "I like this way better".  I had to remind students that this is not what I asked.  I then repeated the question, "Which class set up is easier."  That is when I saw the lightbulbs go off: yes students, this way is harder and you are going to have to dig in to get the "fish".  However, when you work for something you are going to retain that information much longer.

I'll keep the quote up.

Happy Teaching!
C

Talk Drawings and Peer Review

One of the talking drawings. 

On Friday students created a talking drawing about Charlemagne.  If you are not up on your World History, Charlemagne was a Frankish King who became the Holy Roman Emperor in 800.  He was big into converting pagans into Roman Catholics and uniting Europe as it was under the Roman Empire.  So the students had to sum up two assignments about him.

I created the "drawing" as I figured it would cut down on the time students spent  on the assignment. They were supposed to write the following items: What Charlemagne was thinking about, what he was actually seeing, what he was feeling, what a strength he would possess, what would his feet be moving towards, and then his Achilles' heel or his weakness.  Most groups did a great job.

Today in study hall, or Connections, I had three students peer review the fifteen total drawings and condensed them down to eight.  Then the students put the eight best on a large poster and then hung it on the wall for me.  At first, I was utilizing the students to choose the best but then I, as I was listening to their conversations, they were really critiquing their work.  I heard things like, "this makes no sense", or "their grammar is all wrong", or "what are they trying to say...I don't get it!"  I was really impressed that they took the task so seriously!

Three of my students peer reviewing.

After the students picked their  top eight, they arranged them on butcher paper and hung it up in the classroom.  One of them added a 3-D crown to represent Charlemagne's reign.

The finished product!

I really liked the talking drawing because it allowed the students to write their thoughts in an unconventional way and made the student critically think about what they have learned about Charlemagne.  Additionally, I enjoyed stumbling upon the peer review.  I wonder what else I could use it for!? 

Happy Teaching!

C