What is English 12?
That’s the question my colleague Ms. J and I found ourselves asking last summer, as we prepared to roll out a brand new version of senior language arts. Our department had found a need for a new way of looking at things as the new Common Core State Standards were being presented, 21st century skills were becoming the most touted measuring stick for student achievement post-high school, and voices in our community were calling for graduates who were more professionally savvy. Our previous English 12 courses were very traditional literature-based classes, with no real identity to ground them as anything other than a basic senior English course. Our vision was to completely revamp the curriculum: Align curriculum to the standards. Create a project-based course that gives freedom and ownership to the students. Find ways to constantly connect learning to the community and to real life experiences. We hoped to see higher student engagement/buy-in, higher achievement, and an emerging professional demeanor in our students.
Here’s what we came up with:What’s English 12? Infographic
As the year unfolded, the students were occasionally mystified or daunted by the new, challenging things we were asking of them. The largest of these is the senior research proposal, paper, and project. Students are asked to select a defining topic that pertains to their interests, skills, or future plans. Throughout the year, they develop research on that topic which eventually results in a project, of their own design, that the students display for the community at the end of the year showcase. During semester one, we’ve planted the seeds for this epic undertaking in several special ways. I’ve given a snapshot below.
September – October: Introduced “big picture” of course, linking to Tony Wagner’s idea of Passion, Play, and Purpose as the most important cornerstones of learning that creates innovation and creativity. Students were asked to begin considering their topic choices, keeping these ideas in mind.
Early November: Over 30 local professionals from many different fields were our guests at the Professional Symposium, an event designed for students to learn more about the real expectations of the different corners of the work world. Each professional had a table where they brought in things related to their career (like a model of a human spine, a laptop video display, architectural drafts, plants…). The students, who were required to dress professionally, then circulated and asked both prepared and impromptu interview questions to prompt conversations. Students also had important roles in the event, such as being in charge of lighting/sound and giving the closing address. This experience offered important insight, and helped several students select a topic.
Late November: Students were required to select their topics by this time. (True to the student-ownership goal, these ranged from the history of comics to Spina Bifida awareness to Bigfoot to sports medicine.) We took the students on a research field trip to the Golda Meir Library at UW-Milwaukee. The staff worked amazingly well with our massive group of students. During this experience, our rural students got to see what a respected university library is like, and they had access to a nearly-endless collection of both digital and print resources to inform their topic. They spent the day taking resource-specific notes and refining their topic choices.
December: In class, we offered instruction on specialized research skills, like how to conduct an email interview, using electronic databases, how to take notes, and choosing what to read in a lengthy source. During this unit, students wrote a detailed annotated bibliography of 20+ credible sources related to their topics. Students were expected to give periodic reports to the full class about their reading and discoveries.
January: For the semester exam, students were asked to write a formal proposal for their research—English 12 Research Proposal. I was so impressed with my students’ overall excitement and true scholarship associated with their topics. I found myself reading things like…
- “Philosophy does not get the respect and credit it well deserves. Few people in the world today realize how much philosophy has impacted society and the human race. My stance on this is that philosophy is an invaluable and irreplaceable building block to modern knowledge.” Alex L.
“I would say that modern comics are stepping away from old ideas and greeting new ones more openly as well as [showing a] more true step into maturity, unlike the hollow, pandering “maturity” of the 90’s. This is evident in things like superhero comics becoming somewhat less popular, indie and comics that deal with much different subject matters than the mainstream seeing much more popularity, the early 2000’s seeing the abandoning of the comics code almost altogether, and the far more respectful portrayal of modern war and tragic events like 9/11.” Stephen P.
- “The juvenile system has flourished over time and helps create life saving opportunities for adolescents. Continuing over each generation adolescents will do bad things, but it is the system’s job to help save their lives, and create a better tomorrow. I arrived at my stance through trial and error. First I wanted to research the history of juvenile justice, but then I decided I want to find out what the juvenile system can offer adolescents. What can the system do for kids whose families have given up on them? Samantha S.
Our students have already grown so much in intellectual and professional maturity throughout this process, and I can tell that they are feeling proud to call this class their own. I’m looking forward to second semester, to see what happens as more and more responsibility is released over to them, and they are enabled and empowered to do interesting, contributive things. Students light up when you ask them about the right things–we’re channeling the power of those right things in order to activate remarkable learning.
Things I’ve already observed during semester one of English 12:
-Project-based learning is just as powerful as all the research claims it us! It targets a comprehensive skill set dealing with academics, technology, and professional demeanor.
-Project-based learning is absolutely achieveable in a public school environment, with all levels of students, though those who need to grow in their ability to self-direct have the most work to do to succeed. This type of format requires educators who are able to and interested in keeping close tabs on the progress/development of each individual.
-Project-based learning helps students, even those prone to “senioritis” remember how much they actually do love to learn.
Things I’m still wondering:
-How does project-based learning look in other senior classes around the state and country? Do you teach one or know of one? Please share! Examples have not been the easiest to find.
-What are the best assessment techniques for such a wide variety of outcomes? While many aspects of student acheivement are observable in this format, measuring it objectively and accurately may become a challenge. Are there any educators out there with ideas about this?