Building a Bridge to the Future: One Conversation at a Time

Building a Bridge to the Future:

One Conversation at a Time

Melissa Mask Wilson

Sam Houston State University

"A movement toward teaching writing and reading as meaning-making, social processes has been an usher of significant change for many teachers of language arts during the past quarter century (Carroll, 1995, p. 61). I consider myself one of the many. As a teacher of English (from language arts to literature to TAKS prep), my ultimate purpose in the classroom is to help students learn how to continue learning on their own once leaving the classroom. I hope to build future citizens with the capability, initiative, and will to become productive citizens in society. As I study and learn more about educational theory and theorists, I find that constructionist theory and the educational theorist John Dewey support and validate my own educational philosophy.

"From a constructionist viewpoint, learning occurs when individuals integrate new knowledge with existing knowledge. In this theoretical perspective, the integration of new knowledge with existing knowledge can only occur when learner is actively engaged in the learning process" (Tracey & Morrow, 2006, p. 47). I have witnessed first hand the lackadaisical attitude of students who find no interest whatsoever in the task laid before them. Actual learning relegates to the back seat as teachers attempt to resurrect any sign of motivation. Yet when a student's interest is tweaked, the driver (teacher) must move quickly to get out of the way or risk injury as the student scrambles over the back seat into the front. With the student as driver (actually engaged in the activity), I relish my role as navigator in the next seat (presently able to use the extra brake on my side when necessary). Eventually, I will not be around, and if the student lacks the ability to drive and navigate on his/her own, then that individual will "go nowhere". And it is this very reason that I find my own guidance through Dewey's Inquiry Theory – a problem-based theory that allows the student to move through the stages necessary for melding previous information to newly acquired information through the means of hands-on discovery. "Dewey was a constructionist because he saw that, although it is the teacher's job to create an enticing curriculum and a supportive, motivating environment in the classroom, in the end it is the student who must actively create his or her own learning" (Tracey & Morrow, 2006, p. 50).

When determining the benefits of a constructionist viewpoint for students, the following proves true:

1. Children learn more, and enjoy learning when they are actively involved rather than passive listeners;
   
2. Education works best when it concentrates on thinking and understanding, rather then on rote memorization. Constructivism concentrates on learning how to think and understand;
   
3. Constructionist learning is transferrable. In constructivist classrooms, students create organizing principles that they can take with them to other learning settings;
   
4. Constructivism gives students ownership of what they learn, since learning is based on students' questions and explorations, and often the students have a hand in designing the assessments as well. Constructivist assessment engages the students' initiatives and personal investments in their journals, research reports, physical abilities to express knowledge through a variety of ways. The students are also more likely to retain and transfer the new knowledge to real life;
   
5. By grounding learning activities in authentic, real-world context, constructivism stimulates and engages students. Students in constructivist classrooms learn to question things and apply their natural curiosity to the world;
   
6. Constructivism promotes social and communication skills by creating a classroom environment that emphasizes collaboration and exchange of ideas. Students must learn how to articulate their ideas clearly as well as to collaborate on tasks effectively by sharing in group projects. Students must therefore exchange ideas and so must learn to "negotiate" with and to evaluate their contributions in a socially acceptable manner. This is essential to success in the real world, since they will always be exposed to a variety of experiences in which they will have to cooperate and navigate among the ideas of others. (Educational Broadcasting Corporation, 2004, p. 1)
   

Considering the benefits of this theory, the diverse group of learners gracing the halls of Huntsville High School cannot help but grow and learn from the implementations of these ideas. Our school houses over 1900 students within four grade levels, and their abilities prove as diverse as their backgrounds (spanning the gamut from poverty level, middle income, to well-to-do) and previous educational experiences. Our students truly represent a melting pot in all aspects of their lives (including my group of AP English 3 juniors and junior Grad Prep class), while our low tax base creates budget deficits and classroom overcrowding. So the question becomes and continues to be – how does a teacher meet the needs of all students regardless of background experiences or classroom size? The answer – engage and utilize the diversity of background experience within each child. Create groups, teach each student to work within that group, and then read, discuss, question – learn to work together and gain knowledge and experience for the eclectic ideas that only such diverse groups can produce.

The answer is easy; the action is not. To engage and motivate students takes time and effort on the part of the teacher. How can I know what motivates someone when I do not even know the someone? Unfortunately for the student, oftentimes the most effortless means of teaching originates with lecturing on information and then having students answer questions about such information. Easy for the teacher, time consuming for the student, unproductive for both. With this type of "teaching", the benefits of conversation are lost. The wealth of information from both the student and the teacher are lacking as a sharing of ideas and differing of experiences drown amongst the sea of "busy" work. Pamela Carroll, in her article "John Dewey for Today's Whole Language Middle School", indicates that "when we help students build a web with their past personal experiences and knowledge so that they will have a support structure for receiving new information and experiences, we provide them with the essentials of learning" (1995, p. 64). When I lecture and assign questions, I am tearing down the web not assisting the spider. Coming to this realization, I no longer utilize this form of "teaching". Questions do still exist, but often with the group working through them together or, better yet, using them as models to create their own questions about the essays, stories and poems assigned. When it proves necessary to give information before an assignment, I teach with mini-lessons and modeling, (which themselves often lead to discussion) with the intention of accessing background knowledge and scaffolding upon the information ascertained from the students. If I assign questions without feedback or discussion, either before or after the assignment, how will the students know if they are on the right track? Or even in the right vicinity? They cannot. How will they benefit from the ideas of others? They will not. And what does a grade really teach them? Nothing.

Dewey promotes the idea of Inquiry Learning (Tracey & Morrow, 2006). When educational philosophy allows for the interests of the learner to mesh with the required curriculum, learning becomes interesting and takes on a more problem-based (or inquiry) method of teaching and learning, both for the student and the teacher. The teacher grows intellectually from creating curriculum (of course, the best growth here would also arise collaborating with colleagues) that challenges and intrigues the student, and the students grow intellectually from becoming a participant in their own learning. Our utilizing "the scientific method allows the learner to systematically bring prior experiences and knowledge to bear on new events and information, resulting in intellectual growth" (Carroll, 1995, p. 65). With this idea in mind, I am utilizing a type of literary circles in the high school classroom. The essays, articles, stories, poems, and even multiple-choice tests (a must for AP and even TAKS based classes). Incorporating this idea of collaborative learning into the classroom will present a myriad of new learning opportunities for critical thinking throughout the class.

Literary Circles – Preparation and reading

To promote curiosity and tap into background knowledge, before reading and working with a reading piece, the students will collaborate within their groups to think about and discuss broad universal themes and questions associated with the essay topic. I will move around the room, making a point to visit each group, listening, commenting, and assisting where necessary. If the piece assigned is common to the entire class, then we will take a few minutes to discuss as a whole group – each group sharing ideas and information arising from earlier discussions.

Literary Circles – Questioning

Prior to this group meeting, the students will have learned about different levels of questioning and the purpose of each. As they begin to read, there will be a designated stopping point where each will pause and indicate any questions he/she may have up to this point of the essay. If another group member can answer the question (utilizing support from the work), then he/she will do so here. If not, the questions should be considered by all as the reading continues. Upon completion of the first reading, questions will be provided to the group. They will discuss the level of the question, but most importantly, the possible answers and reasoning for such answers, again utilizing support from the reading piece. After a second reading, the students will work to determine their own questions from the excerpt or essay, utilizing the previous questions as models when necessary.

Literary Circles – Mastering the tests

When all of one's learning culminates with the successful completion (passing) of one test, these tests must be addressed. Fortunately, the means does not have to be boring. When a test reading is assigned, each member of the group must read individually (silently) and answer the questions assigned. The piece is graded (without making any marks on the student's test – only the student know his/her grade). The test is returned unmarked and the students move into groups. Each student rereads the piece and then the group collaboratively discusses the possibilities within the answer choices. The group discusses and debates on which answer is correct, providing proof from the reading piece to support his/her answer choices. The members must come to some kind of consensus for each question. For each answer, the group gets correct, collectively, points are added to the original grade.

Each of these strategies encourages accessing background information, discussing with others, thinking critically, creating part of one's own curriculum and (hopefully) coming to the realization that there really is no one right answer when it comes to reading, questioning, and understanding. Student's create more meaning from the assigned curriculum and practice skills that will create thoughtful and productive citizens in the future. Though modified a bit, they access the scientific method, create questions and possibilities, and then move forward to determine, define, and support their own interpretations, giving them thought and validity. Hopefully, these literary circles will allow the student to move past simply discussing the assigned article and will "present guidance that will help [them] cultivate new interests and increase understanding within their worlds" (Carroll, 1995, p. 64).

The reality is that schools are only the beginning of learning and should be, in reality, the place where students come to learn how to learn. Creating life-long learners should be the ultimate objective of every teacher, regardless of subject matter. When we allow them to be curious, to follow that curiosity and rein it in, turn it around, lead it forward (whatever proves necessary for the moment), then we create a society of independent thinkers who appreciate the beauty of wonder and discovery while understanding the necessity of some guidelines and structure. The benefits of discussion, conversation, sharing ideas, debating differences has never been so obvious or real to me as in these past few months. I love the fact that our "textbook" is actually entitled Conversations (Routman, 2000). Reggie Routman also refers often to the importance of reading for the sake of reading and that not all of the extra assignments and projects consistently associated with the reading are necessary for learning to take place – conversations are! These ideas have influenced my biggest change this year. One of my teaching assignments is known as a Grad Prep (TAKS) class. The students need some extra work (especially in the area of writing) to strengthen their ability to successfully tackle this test.

As the year began, I created a curriculum which consisted of reviewing the test itself (through) different versions over and over again (even bores me just thinking about it). It was not so much that I believed this was best practice, but only practice for a group of students who were in danger of failing this test and losing the opportunity to graduate. However, fortunately for them (and definitely me and my future students), I took to heart the theories, reading advice, and conversations associated with my Sam Houston reading class. I not only read but also experienced first hand the power of discussion and a sharing of ideas. The readings made sense, the theories validated the readings, and the conversations enhanced the readings and further explored the theories. Therefore, I changed my curriculum for this class. I cannot say that it was one activity, but a complete change of strategy taking place. Though the test and strategies are utilized off and on throughout the course, reading, writing, and discussion (not to mention the acquisition of back ground knowledge) became the focus of the class. The students (many who lack motivation or simply detest school) have taken an interest in the class (some more than others). They have gone from a group in which the phrase "this is boring" was audible to individuals who appreciate the opportunity to read (one student indicated in a journal that he never thought reading could be fun before), write along their own interests, and discuss both books read orally and individually. The interests, writing, and conversations often still revolve around ideas and strategies for the TAKS, but the students are much more apt to participate when they know that their interests and ideas are being considered as well. In addition, I have come to accept this as part of the process. Even when it comes to constructivism, the theory "does not dismiss the active role of the teacher or the value of expert knowledge. Constructivism modifies the role, so that teachers help students to construct knowledge rather than facts" (Educational Broadcasting Corporation, 2004, par 7).

This theory at times is accused of causing students to have to "reinvent the wheel" (Educational Broadcasting Corporation, 2004, par. 8). However, "students do not reinvent the wheel but, rather, attempt to understand how it turns, how it functions. They become engaged by applying their existing knowledge and real-world experience, learning to hypothesize, testing their theories, and ultimately drawing conclusions from their findings" (Educational Broadcasting Corporation, 2004, par.8). My goal as an educator is to constructively guide the students, help them navigate as they practice in the driver's seat so that eventually, not only can they navigate and drive for themselves, but hopefully, each will move over and navigate as other new drivers learn the rules of the road (of course while traveling to places of interest).

Works Cited

Carroll, P. S. (1995). John Dewey for Today's Whole Language Middle School. Middle School Journal , 61- 68.

Educational Broadcasting Corporation. (2004). Concept to Classroom: Workshop: Constructivism as a Paradigm for Teaching and Learning. Retrieved November 23, 2007, from Thirteen ed online: http://www.thirteen.org/edonline/concept2class/constructivism/index.html

Routman, R. (2000). Conversations: Strategies for teaching, learning, and evaluationg. Portsmith: Heinemann.

Tracey, D. H., & Morrow, L. M. (2006). Lenses on Reading. New York: Guilford Press.