Chris is investigating gun control, an issue he is concerned about. With his work partner, Sean, he researches the topic at the public library. They also interview the local police and write to their congresspersons. Finally, they design a 20-minute presentation on the issue for an audience of 60.
Heidi, Mark, and Erika are researching the homeless issue. As part of their study, they interview an authority on homelessness, uncovering many misconceptions about the issue. They also volunteer at a soup kitchen.
Gun Control, Homelessness, World Hunger, Police Brutality ... these are not subjects typically found in a school district's curriculum. But life has changed, and curriculums must also change if they are to prepare students to solve tomorrow's problems.
In Glenview, a suburban district north of Chicago, middle school teachers decided to deal with this pressing need by designing a unit to foster global education. “World Problems: A Look at the Issues and Their Solutions,” a month-long project, gives our students an opportunity to conduct meaningful investigations in a classroom setting (Beane 1991). Three areas of research guided our work: an integrated approach to learning; applying newly acquired knowledge in a long-term, self-selected meaningful task (Marzano 1992); and collaboration in a student-to-student and student-to-teacher situation (Pearson and Gallagher 1983).
Two weeks prior to the unit, my teammate and I sat down to plan the specifics. Selecting a probable issue such as endangered animals, we pretended we were going to research the issue, brainstorming what types of needs could be expected to complete the research, writing, action plans, and presentations. In designing a tentative outline for the unit, we wanted to ensure that the disciplines were integrated and that children would work in cooperative groups on self-selected issues. We predicted that the unit would take about four weeks, with Open House being our deadline date.
Brainstorming and Grouping by Interest
We began the unit in March 1992, after our students had long been involved with cooperative grouping. They were comfortable making responsible choices, setting personal goals, and evaluating their own work. In other words, the World Problems unit didn't just successfully happen—it was a natural step in the learning process.
First, we asked students to brainstorm problems facing our planet. From the 60 depressing ailments that came up, we asked them, at their desks, to list the top 5 problems that interested them. After collecting their index cards, my teammate and I placed students in groups by their interest. For this type of learning situation, a team effort is best. Each week my teammate, whose classroom is across the hall, and I co-plan, co-teach whenever possible, and continuously reflect upon what we believe to be the best practice for our students. We have noticed the benefits of this type of collaboration and want our students to experience them as well. We've found that groups of two, three, and four work best.
Students were also cross-grouped among teachers. For example, if the group's interest was overpopulation, one of the groups under my tutelage, I took that student. Therefore, my group might include students from my own homeroom as well as from those of my teammate.
Guidelines for the Unit
Next, we gave our students an overview of the unit. Students were to produce a research document, including a title page, an introduction, research findings, a conclusion, and at least five bibliographic sources. We also asked them to prepare two action plans about problems uncovered by their research. For example, they might write letters seeking information, attend outside meetings relevant to their topic, interview authorities, design posters or pamphlets, or conduct statistical surveys and graph findings. Samples, explanations, and reflections of these actions were to be included in the final research portfolio. Finally, students were to design a presentation to report their findings in an informative, professional, and/or entertaining manner.
After the overview, students met with their groups to develop a tentative time line of responsibilities. Because the issues they were researching were so timely, a trip to the local public library was scheduled. In addition to the familiar books and encyclopedias, we talked about the Reader's Guide to Periodical Literature; Info-Trac; Facts on File publications such as Current News on File, The Human Body on File, and Maps on File; index volumes for the Wall Street Journal, Chicago Tribune, and New York Times; pamphlet files; and even the phone book.
Next we modeled how to cross-reference a topic. At all stages, we demonstrated the processes. Showing students how to be investigative researchers, informative writers, effective speakers, good listeners, and critical thinkers is necessary.
Field Work and Workshop Time
We notified the librarians in advance of the topic selections, so that they could locate resources before we arrived. Before long, students were searching the Reader's Guide, using Info-Trac on the computer to locate journal or magazine articles, and reading newspaper articles on microfiche. One group was scanning the tables of contents in all of their books to narrow the issue and divide up the workload. Another was using the phone book to locate organizations. Our modeling of these processes and the librarians' assistance really paid off!
Parents, too, were extremely helpful. A district goal has been to provide parental education, and this type of activity allows a hands-on experience with the research process and cooperative/collaborative grouping. One parent commented that the students were involved in a process that most of the adults in the room had not learned until high school.
After the visit to the library, students immediately began reading about their issues. Eventually, they drafted outlines, and we discussed further areas of research and action. Each day students were given about two hours of workshop time to work independently and in their groups. Students also worked at home.
As facilitators, we taught daily mini-lessons on problem areas confronting many of the groups. During workshop time, we wandered among the groups to listen to plans, suggest alternatives, and provide support. After each workshop, we asked students to report on progress, voice any problems, and share pieces of writing.
During the next few weeks, students videotaped local police, interviewed authorities, and wrote to local businesses. As noted, some children even volunteered at a soup kitchen for first-hand experience. Students were amazed at how helpful the people and organizations they contacted were. Sometimes perseverance was necessary, but it was worth it.
We integrated the writing process into the unit at various stages. For example, students peer-edited, requested feedback from teachers and other students, read drafts orally to listen for coherence, and organized the information into categories. Introductions were written and rewritten to grab the reader's attention, and conclusions were worked and reworked until perfect. Students also made backdrops, created posters, and prepared three-dimensional models. The booths that the students set up would serve as the settings for their presentations and also for the two Open Houses.
Culminating Activities and Follow Up
Finally, it was time for the presentations. One group opened by reading a poem about the extinction of animals. Another performed an original play that integrated its findings. Videotaped interviews were shown, statistics displayed, and solutions offered. There was no silliness because these issues really mattered. Professionalism was high. At the end of each presentation, time was allotted for questions.
Next, we held an Open House during the day so that all students in the school could visit the booths. The second Open House, held during the evening (an annual district event), was a huge success. Students and parents visiting the booths heard about current issues, received addresses to which they could write, and collected informative pamphlets designed by the students.
In evaluating the entire experience, teachers gave students primary responsibility for assessing both the group's and their own performances. Certain words and phrases kept popping up: “the importance of working together, ” “a meaningful assignment,” “it was hard work that taught me a lot,” and the value of “having a real audience to teach others” what they had learned. Other students remarked on the volume of resources available in the public library, the chance to work with a different teacher, and the opportunity to make new friends.
Many students said that carrying out the action plans was the hardest, most time-consuming part—but isn't that true in real life? Learning about a situation is one thing, but taking a stand and carrying through with actions require so much more effort.
This has been my second year of “World Problems: A Look at the Issues and Their Solutions.” Each time I have felt satisfied that students learned important skills and experienced something that they will always remember. For me as their teacher, the benefits were many.
First, problem solving with students throughout the unit helped me gain insights into the mental thought processes of 6th graders. Second, taking on the role as their facilitator and guide was rewarding. My gradual releasing of control to the students resulted in outcomes far surpassing all expectations. Finally, I am often reminded that empowering students is one of the most effective maxims for education. Giving students the power and then watching them strive for excellence is an incredible teaching experience.
