Road of Trials

We've started the Design Thinking process in my classroom.  I'm starting the year out with a project that should orient my student's thinking in this process and set a foundation for the kinds of thinking and learning we will do in 9th grade English this year.  I'm amazed at some of the things happening in my classroom!  I asked students to identify a problem in our school, and this week they've been researching, ideating and prototyping.  My students thought at first that I was asking them to identify and solve a problem in our school in a metaphorical sense.  When I told them I mean for them to research and follow through with this process--making real efforts at ideating and prototyping, they couldn't believe it at first.  The next thing, however, they got down to work and they are trying to make some real changes at Boston Latin Academy.  They feel empowered.  I will share more specifics in my next blog.  This week, however,  as I launch the work, I had to explain my curricular choices to one particular parent and student.

"Is this work that should be done in an English classroom?  It seems like Science class."  One of my student's mom's made this statement at the beginning of a conversation I had with her yesterday.  

"Why are we doing this in English class?" Her son had asked this the day before.   I began by showing the student and his mom the 9th grade, Massachusetts ELA Standards.  In fact, there are so many 9th grade English Language Arts Standards this assignment hits, the argument about whether or not is was an appropriate ELA project quickly became moot.


Here are the Massachusetts Standards met

W.9-10.7

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.8

When conducting research, gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W.9-10.9Draw evidence from literary or informational texts to support written analysis, interpretation, reflection, and research, applying one or more grades 9-10 Standards for Reading Literature or Reading Informational Text as needed.
W.9-10.1  Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims in an analysis of substantive topics using valid reasoning and relevant and sufficient evidence

SL.9-10.1  Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

SL.9-10.1a  Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

SL.9-10.1b  Work with peers to set rules for collegial discussions and decision making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

SL.9-10.1c  Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

SL.9-10.1d  Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

SL.9-10.2  Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally), evaluating the credibility and accuracy of each source.

SL.9-10.3  Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, vocabulary, substance, and style are appropriate to purpose, audience, and task.

SL.9-10.5  Make strategic use of digital media (e.g., audio, visual, interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.



The levels of engagement, higher-order thinking and problem-solving are exciting.  Kids come in and get right to work.  They are engaging with experts, emailing administrators, and connecting with people who can help them move forward to solve their problem--a problem they identified, work that is self-generated, and work that matters in their everyday lives. They are reading, researching, writing, discussing, and listening to each other and to people outside of our classroom.   I definitely think this work belongs in the ELA classroom and so did my student and his mom by the time we finished talking.