Forecast Proves Correct, "A Flurry of Activity" Before Deadline

I am excited to see my group mates posting to PBWiki and WebCT. Dr. A posted an admonition in the color RED, bold, highlighted, on the Wiki. She obviously wasn't seeing the work that she had expected. However, I think the deadline meeting for tonight at 5 p.m. was the thing prompting everyone to get working. Sometimes it is the small changes that get you the most excited. Several thoughts by our members have excited me: I will post one of them here. I am so excited to see some of them "thinking outside of their boxes."

Biology Teacher #2
"I've just been wondering. Could I not do the same thing we are attempting with my high school classes? If I divide the class into groups of 3 or 4, then assign each group a topic associated with the class. For example, in Algebra I the topics could be adding integers, solving equations, factoring polynomials. In Geomery the topics could be similar figures, translations, and trigonometry. The assignment would be for each group to create their own wiki page, just as we have done. The pages would all be linked to my classroom page, just as ours are. The students would be required to research and find 2 or 3 websites that help explain or expand their individual topics. The students would be able to collaborate on the web while bringing important informaiton to the class. This would involve the students in the direction of the class, allow them to utilize technology, and hopefully spark a greater interest in the subject matter. As Dr Alexander has requested, this could be adapted to ANY class in any school. The pitfall could be the accessablitily of the internet. I realize some students don't have that opportunity. However, that problem could be remedied in many different ways: use the library, meet at a friends house request use of the mobile lab at school or reserve classtime to go to the computer labs. What do ya'll think? Is this way off line or more in tune with what Dr Alexander wants us to be doing? Why should we, the teachers, dictate the sites the students use? Can't they be involved in that process also?"

My comment:
"(Also added on PBWiki Comments Tab...I think you are absolutely right. Give them some quidelines on how to evaluate quality sites and let them go. Here's one link http://www.cybersmartcurriculum.org/act_sheets/CY00_Stdnt_G68_L18.pdf. Letting them select their own sources takes a lot of the guess work out of our job as teachers, sometimes we don't know what is appealing to the student, and I think we would be surprised at their choices. It also allows them to think critically about what cirriculum they are studying and how to best "teach" that to others and themselves. The self authoring on PBWiki gives them a place to explain the choices that they have made and why they have made them. They should become their own teachers (thinking about how they best learn), teachers of their peers (thinking about the suitability of the content that they choose to teach others), and hopefully we can learn something from them, too. Plus, they will feel a sense of accomplishment that their "learning" has actually had a affect on the class, the world. So many times they just don't see the "Why" behind what we ask them to do in class, and we as teachers don't think we should have to explain to them (if we are even sure ourselves). I think your idea is "BIG." The fact that you are willing to relenquish your stance as "giver of information" and empower them to find their own is part of that shift in "ethos" that I was talking about on the CT Board with Courtney. Good Job! Keep us posted on what you find, the successes and failures. You could even write this up as an experiment in project-based learning for a peer journal or for our WIKI presentation. What we as teachers learn in the classroom is very important, and we should share it with other teachers to help shape changes in education. We don't need someone "high on Capital Hill" telling us what works, we need to find out for ourselves and share it. Change come from within, not from the outside. This is the essence of what we should be teaching students, and ourselves, to guide us all in meeting the demands of the 21st century. Kudos to you!"