It seems like it has been far too long since I’ve given just a general update about how things have been going in our Collab Course AP Lang class designed and run by Kat and myself.
Things have been going really well lately, and as we venture forward I just want to share some highlights of exciting things that have, are, and will be happening in this class.
We recently had our paper discussing solutions to The Creativity Crisis published on #Satchat Daily (under education) one of the biggest sources for education resources, as well as on the MViFi blog.
We’ve been reading Grant Lichtman’s book #EdJourney, and have been creating blog posts about our reflections on the book. These posts have also had their fair share of retweets and likes on Twitter! We’re also currently trying to work out a time where we can actually have a Google Hangout with Mr. Lichtman to get to discuss some of his book as well as how he went about the actual creation of the book since that is something Kat and I are both interested in.
In general, Kat and I have also started to get into a better flow as far as how we decide what to work on each day. For the most part, Mondays and Wednesdays are what we call “APLle Days” where we work on more of your typical AP Lang stuff like timed essays, multiple choice, vocab (both AP Lang terms to know as well as our running list that we each add 5 new words to a week that we read and think the other should also know), discussions, that kind of stuff that we know just has to be done to some extent still since this is an AP class. Then on Thursdays and Fridays we have “Explore Days” where the schedule is a little more open ended to allow time and space for our “normal” routine to be disrupted allowing for creativity and learning to flourish. Sometimes these days involve working on iVenture work that involves writing that we can use each other for feedback on. Other times we end up in deep discussions around forms of feedback and assessment and design thinking with some of our ID facilitators who often work close by. At times situations and opportunities could arise where we end up trying to decipher an instruction booklet with no words and put together a robotic hand. Sometimes it just means having meetings with mentors to work on ways to further enhance our skills as innovative learners and further develop our AP Lang program itself.
One of the recent programatic decisions that Kat and I made about a month or so ago was starting a new activity we call a “20/20“. Typically we do a 20/20 on Monday’s since it is our shortest class together each week, so over the weekend we will each read some piece. (Lately this has been a mixture of #EdJourney sections or pieces related to Plato’s Allegory of the Cave.) Then on Monday in class we will spend 20 minutes discussing the reading piece, then we will spend 20 minutes writing a blog post reflection on the discussion. This gets us in the habit of enhancing our discussion skills while also getting us to practice having to organize and write down our thoughts in a short amount of time. So far these have been going really well and I’ve actually appreciated the time constraint since it has challenged me to try and be creative, articulate, and clear quickly.
I’ve already talked some about #EdJourney, but I would like to talk more about Plato’s Allegory of the Cave. From the start of the creation of this course, both Kat and I knew we wanted to read The Allegory of the Cave no matter what. As sophomores the piece had come up a few times in discussions and it sounded really interesting to us since some of the main points have to do with education and what is the “truth”–two things we are both passionate about. After reading the piece even just once, we both absolutely loved it!! So we did some research on how other people responded to the piece and furthered our understanding of its meaning.
However, just reading Plato once doesn’t help get everything across. We were so inspired by the piece that we started talking with my Latin teacher about how we might do more with the piece. He too thinks the piece is great and even made an interesting comparison to the work we do with our class and how it’s like the prisoner in the story who is let out of the cave. Since then he has helped us pick other pieces of Plato’s work to read (actually we will have a 20/20 on book 1 of The Republic this Friday) and helped us figure out a big theme we want to focus on: status quo. What is the status quo? How is it defined? Why do cultures value the status quo? What does it mean to go against the status quo? What happens to the people who challenge the status quo? Why do they do it? Kat and I hope to read and discuss much more over the coming days before the end of first semester, and hopefully create a joint MoVe Talk to help express our findings while also tying in work we’ve done throughout the year.
A few other things that we hope to do before the end of the year are to revamp our blog sites to work on better organizing and capturing our work, and also to learn more about what a good portfolio looks like and go back through our work to pick out bright spots from our journey so far.
What I’ve really loved about our course is that we have truly had the freedom to explore while learning and doing meaningful work. When I write something for a class that then ends up getting published and talked about by people you don’t even know, I feel incredibly proud and motivated to continue writing and improving my skills. Getting to talk to a wide array of mentors has also been amazingly fun and helpful because it means we are getting feedback from a multitude of perspectives from a California student to educators we’ve never met in person to our own Latin teacher, which hopefully has made us more rounded with our writing.
Plus I can’t even begin to emphasize how amazing it feels to not have to stress about grades. I feel more courageous to take risks and try new things, plus I don’t find myself up late worrying about a quiz, but instead I find myself curious and researching to be prepared for a discussion and writing assignment that I’m happy to get feedback on. Without grades our feedback feels like it is more focused on really trying to help us improve as a reader and writer, and have end products that go somewhere and contribute to larger conversations. I even had a teacher comment on one of my posts about The Allegory of the Cave about how she wanted to share my work with her students who were learning about different perspectives.
While we still take the AP Lang exam at the end of the year, and even the same midterm as the traditional AP Lang course students will take, I am not going to be judging the value of this course based on how we score. Sure we want to score well, but even if we aren’t spectacular, I don’t want to judge a whole year off of two tests. Learning is so much more than that. I know I’ve been learning; with reading and writing, as well as many other skills like sending emails to people you haven’t met, and organizing class structures, and knowing when to pivot and how to manage the unexpected. I’ve seen my improvement. I’ve read and heard my feedback. I know I have room to grow, but I also know I’ve been growing, and that to me means success.
As this year goes on I can’t wait to see what else comes out of this course. It may only be two weeks until Thanksgiving break, but there is still so much learning ahead of us, and I’m excited for it!