PBL: 9th Grade Humanities Video Project on Chinese History
My cultural studies students finished and presented their video documentaries, in which they had to examine an event(s) in Chinese history through the lens of Confucianism, Legalism, and Taoism.
Like any project, some of them are good, and others —- we’ll let’s just say there’s lots of room for improvement. In reflecting on the final products I can see where I should put major emphasis next time, both in the process of creating a film and in the way you present information and historical knowledge in a film.
The purpose is to convey a message, or an argument and to provide evidence for that argument. The first and second videos do that well. The third veers from the question and the fourth presents a dramatic viewpoint and could do a better job of integrating historical knowledge.
I think one of the highlights of this project were the conversations we had about finding historical footage/imagery, using images to illustrate a concept, and knowing what you can and cannot use and how you need to cite in this context.
I feel like I’ve never been so busy and exhausted in my life.
We started classes last week, and I’ve been going non-stop.
Today we had two visitors from Harvard’s Project Zero, Veronica Boix Mansilla and Flossie Chua, hold a workshop on Interdisciplinary assessment construction. Honestly, the day was fascinating. I went in very confused about how to frame interdisciplinary work, but I now feel like I have a grasp on how to design for interdisciplinary learning.
Additionally, Lawrenceville hosted visitors from Exeter today. A multi-disciplinary team seeking to investigate how other schools are using technology. They were particularly interested in our Harkness 2.0 model, which we worked to develop last year as a small group of PLPers.
A friend was in town this weekend and we had the chance to dine together in Princeton. It was good catching up, but I realized as I was gabbing on and on about the future of education and the challenges of using technology in the classroom and at institutions like Lawrenceville, that I have some strong opinions about where all this change is leading us.
A colleague said it well today as she described a meeting she had attended earlier this week. The school is thinking to the future of how they might want to redesign and rebuild our math building. As said colleague was thinking about what the future might hold in light of the rapid pace of technological innovation, she realized that thinking even 15 years into the future was beyond her ability.
There was a time when we could imagine a hundred years into the future, but now, it’s difficult even to grasp what the next decade might bring us. We’ve made so much progress through science and technology, so many new discoveries that are going to change the texture and fabric of our everyday lives that we can’t begin to comprehend or even predict what the implications are for education.
I’m struck by people’s unwillingness to recognize that the future is much bolder than most imagine, and also by those who believe that we have even the slightest ability to control, as individuals, how the global culture is evolving.
The train is speeding toward a destination unknown. We can narrow down the possibilities, but we can’t foresee the new forces that will shape our journey in days and years to come.