I was just invited to attend a theatre class, where Grade 10 students reflected on their statement of Inquiry. This lesson was put together by Atlanta International School's fantastic theatre teachers, Sherry Weeks and Simon Bell.
The session used Ron Ritchhart's Micro Lab protocol, (as described about in Creating Cultures of Thinking). Students started off by silently journaling their reflections on the statement of inquiry "Innovation is Key to Keep Texts Alive". Sherry and Simon put some prompts on the board to help them. Students were asked to write for the full five minutes, and not to worry about spelling, handwriting, etc
After this students were asked to move into groups of three. The guidelines for the next session were that each student would speak for one continuous minute. The other students were asked not to ask questions, but could write notes. At the end there was time for some silent reflection, then finally a chance to discuss, in their threes, any new ideas and the key themes that emerged!
While this was happening, Sherry and Simon were busy writing up things they had overheard on the board! After all the groups had finished their final discussions, the class were invited to view the board, and silently read and reflect on the things Simon and Sherry had overheard! The class did this in two groups.
Next, the first group came back up, and circled the points they felt were most important. They erased the other points. Then the second group came up, and drew connection lines between the circled statements. Here they wrote next to the lines, the ways in which they were connected!
The class then had a discussion about the key themes and connections that were emerging, and reflected on the statement of inquiry further. Students made connections between other plays they knew about, including discussing various adaptations of Shakespeare! They were also asked to think back to their first five minute reflection, to see how their thinking and ideas had developed. I was very impressed with how deep the students went, how many connections they uncovered and just had much they had to say! They could easily have continued the discussion for another hour...but...as they were running out of time, they ended by doing a one minute essay, reflecting on how the lesson had helped them develop their thinking!
This activity worked beautifully in this theatre class, and could easily be adapted for wrapping up any MYP unit!
I'm busy working on a Grade 10 IDU about Human and Civil Rights - I'll share more resources at the end of the year. On the first day of the IDU students will explore the Center for Civil and Human Rights. In the morning they will explore the exhibitions and in the afternoon we will have our own exhibition/station activities set up in a private room there.
One activity I have created gets students to categorize, sort and prioritize the rights. This will help them discuss these rights, and will also help them select one to focus on for their summative.
Feel free to use this in your classroom too. Document here.
Our MUN students tested this out for me - it led to some great conversations. Finally ending with students discussing the Childish Gambino video for This is America, and talking about the Human Rights it comments on! This last part was 100% student initiated!
While sorting through my Google Drive I found this presentation I used as a lesson to kick start a unit about robots and artificial intelligence! It includes a 'Stand Your Ground' activity, where students stand if they agree with a statement and sit if they disagree - this a great activity for starting conversation and debate! It also introduces them to some pretty cool robots at the start, and then ends by looking as Isaac Asimov's "Three Laws of Robotics"!