Last October, I wrote a post thinking about the 21st Century Education movement that concluded with an idea for a new course:
What if you started a course exploring the issue of climate change with back-to-back showings of An Inconvenient Truth and The Great Global Warming Swindle, not in some lame and fallacious attempt to provide “balance” to the topic, nor in a transparent end-run around the integrity of science under the guise of “teaching the controversy,” but as a springboard for sustained and rigorous transdisciplinary inquiry? Imagine spending the subsequent weeks and months methodically tracking down the claims and counterclaims, learning about the science and evaluating the rhetoric, and devising strategies to separate “signal from noise” in the flood of information about a contentious topic . . . think how many 21st Century literacies—ecological, scientific, media and information, political, economic—such a learning expedition would build and call upon.
Well, I quickly managed to ensnare my friend and wunderkind colleague (and edublogger) Peyten Dobbs to help me propose, develop, and teach the course, and my principal leapt at the opportunity when we presented it to him (having Peyten on board no doubt helped). So here we are, two and a half weeks into just such a learning expedition, one that will likely rank among the most interesting of my career. It’s high time I put up a blog post with a few details and some early observations.
The official title of the course is Writing Workshop: Environmental Writing, and it’s one of a slate of semester-long writing courses that our 8th graders can sign up for as a supplement to their year-long English course. Workshop has been a course offering for at least the 15 years I’ve been here, but this year marks a substantial (and needed) revision in that we’re offering themed sections (others include screenwriting, journalism, and literary magazine) with an emphasis on publication to an authentic audience. Compared to the previous incarnation of Workshop, which had the students writing a series of short papers with perfunctory purpose (a descriptive paper, a persuasive essay, etc) and an audience of one (the teacher), Environmental Writing looks to capitalize on the the allure of real-world relevance and controversy and provide compelling reasons for writing—writing first as a tool for learning about complex issues and later to communicate our findings and positions about what we’ve learned.
True to the blog post that started us on this path, we’ve started the year by jumping straight into the political controversy and cultural confusion surrounding the issue of global warming: on Friday we completed our viewing of An Inconvenient Truth, and this week we’ll begin The Great Global Warming Swindle. We’ll follow these two films with a short piece by science writer Peter Hadfield that takes a critical look at both. By this point we expect the students to feel both bewildered and bestirred, suffering from some serious cognitive dissonance and ready to dig a bit deeper to find out just who is telling the truth, so we’ll set them up in groups to identify and investigate their questions and make sense of the confusion. Ultimately, each group will tasked—after choosing a format and audience—with communicating what they have learned, both about the issue in question and learning in general.
At least that’s the idea. There are lots of details still to be worked out as we go, as we’re not entirely sure what directions the class will want to take and want to leave the options open. So far, we’ve settled into a comfortable routine of watching film for about half the class period and then quietly writing to process our individual thoughts, feelings, and questions. Then again, perhaps “comfortable” is exactly the wrong word—already, I think, the students have a sense for just how much of an intellectual and emotional roller-coaster ride they have ahead of them. Conversely, Peyten and I are pleased that relevance and controversy have animated the classroom and ignited learning as we had hoped. Starting later this week, we’ll inaugurate a class blog where two students per day will give updates, sharing what we’re up to and what they have to say about it—I’ll be sure to provide a link once we have it up and running.
Well, I started this post promising some early observations, but I see I’ve gone on long enough (and the hour is late enough) that I’ll just have to save them for now. I’ve already got several months’-worth of blog fodder after just the first couple of weeks, so watch this space. And fire away with your questions—one of my favorite things about blogging is how comments and push-back from my readers (all five of you) help me question my assumptions and hone my thinking.