Collaboration – I took the lead as the main presenter and grader. The Dean and I discussed the assessment process and grades. I shared all PowerPoints in a Google Folder with students, Dean, Social Studies teacher, and Special Education Teacher. The Dean was new this year and appreciated being a partner. The Social Studies teacher added knowledge and credibility, as he was a former National History Day Judge. A current National History Day Judge came to campus and mentored our students on how to narrow their topic. We all learned from her tips. The reference librarians at the public library were invaluable guides for our students when we spent a day there gathering information. The Dean, social studies teacher and I sat down after the project was completed to reassess time commitments for next year, school calendar, and what need to be tweaked as far as content and process. Next year we want to include a day at the Wisconsin State Historical Library because they have a huge amount of primary sources and they encourage high school students to come there. They will give our students an orientation when they arrive.
Third Space – Every student chose their topic based on a passion they had for a seminal event or person or groups of people that impacted history. They had much to learn about the importance of primary sources and citing them. Many thought they could just report on their prior knowledge and information they got from secondary sources. They learned how to analyze their sources and how to create meaning from all their notes. They had choices on how they would share out. The research topics were as varied as the students:
Their choices. Their passions.
The projects that competed at Regional National History Day competition in Madison Wisconsin were:
Individual Exhibit, Trench Warfare: A Death Sentence for Thousands
Individual Exhibit, The SLS-51-L That Failed The Tragedy That Haunts Humanity
Individual Exhibit, Apollo Program: Changing the World for Half a Century (This project advanced to state competition)
Group Web Site, Animal Rights: Testing in Experiments (This project advanced to state competition)
Student Questioning – this was the biggest challenge as the students did not have previous experience with creating higher level questions, historical analysis, and building a strong thesis. I used the work from New York State as a guide. Empire State Information Fluency Continuum. http://schools.nyc.gov/NR/rdonlyres/1A931D4E-1620-4672-ABEF-460A273D0D5F/0/EmpireStateIFC.pdf
Technology – all students have a Mac Book Pro. This is a 1-1 school. It was a challenge to have them not use Google. I guided them to curated resources that I included on their school’s online catalog. If you want to see these resources click on https://sdj.follettdestiny.com/common/welcome.jsp?context=saas40_4832480&siteid=100&districtMode=0 and then click on Rock University High School . We encouraged them to use Noodle Tools. It is such an efficient tool for building bibliographies, note taking, and outlining. I need to learn more about the capabilities so I can better inform the students. They were not motivated to view the Noodle Tools tutorials. They wanted to “get er done!” I had the students share their Noodle Tools work and their work they completed in Google Docs with me. I commented within 24 hours.
Parents Comments at Open House and a Regional Competition
We judged the final projects at an Open House for parents. All parents came to the Open House. In many cases, the parents commented that this was the first academic challenge their child had ever participated in. The parents were extremely proud of their teenager’s work. As we judged the projects, based on the National History Day Judging Criteria, we had conversations with the students and their parents. We wanted as many students as possible to consider entering their work at Regionals. It was their choice.
One parent stated, “I could not believe how involved he was. I never once saw him using his computer to just watch You Tube music videos. He wanted to do such a good job.” This student made it to the State competition.
What questions do you have about our project?
What tips do you have that you would like to share?
What projects do you work on with teachers?
What are your challenges?
Thank you for participating in the BLOG postings. Keep up you dedicated work.
I was at the GID Institute in July 2015 in Chippewa Falls. Great to keep up on what is happening around Wisconsin with Guided Inquiry. I was inspired to read about your team members and the use of community resources, Wi Historical Society. This is a great feature of Guided Inquiry. Has anyone video conferenced with the Wi Historical Society before.
The New York State Inquiry resources look helpful. Thank you!!
HI Liz! Great to hear from you here! We’d love your updates on GID as well! Maybe you want to take a week to share with us? Thank you so much for commenting.
I’ve been digging into the NY State EL resources lately. There are so many resources there! I’m saddened a little that they don’t understand the need for more time prior to asking the question though, so their units rush the beginning, in my opinion. These resources used within a GI context, would be really a great match up!
Great hearing from you!
It’s so exciting that this unit of study is going to be laid out in full in our Guided Inquiry Design in Action: High School book. I know so many people are involved with NHD and GID can provide the process to support an increase in the level of questioning and third space in the student responses. In turn, I think the products will be much better (than the typical NHD student responses) as a result. Thank you for sharing your process with us Kathy! What a great model for GID in an extended history project.