Problem-Based Junior Theme Project
Learning Module
- Creator(s):
This module will help students produce a full research essay, which could be adapted to a project-based assignment, where they find an interesting problem in their world and provide potential solutions. Each year at New Trier High School, all junior-level students are to complete a longer research paper as a core expectation of the course and is a graduation requirement. The 2016 English Department Course of Study states that students are to:
Produce a longer research paper with greater unedrstanding of the full research process that answers a self-generated question; deepens inquiry through research; incorporated and synthesis multiple types of evidence; and expects multiple revisions and added research. (p. 9)
Historically this is a 10-week project for most of our English courses each year. At the school, I teach in an alternative therapeutic program that provides services to students from freshman to senior grade levels intermixed into our courses more based on skill than the grade. Often we have at least a student from each grade level simultaneously taking the same English course. This creates a problem when the time comes to complete what we call the Junior Theme project.
Over time we have noticed this is a complicated unit to fit in for our scheduling and that large portions of it are self-directed and difficult to teach in a didactic method. I have developed this module to be the unit in a multimodal fashion that provides the information to the students while simultaneously providing potential supports and alternative means of engagement in the material outside the traditional stand and deliver model.
One of the complications of working with students in a therapeutic setting is a consistent lack of engagement in the learning environment. Due to emotional issues, the majority of the students are dealing with, there is a high level of apathy and trying to engage the students in meaningful learning is difficult, especially when it comes to this project. The Junior Theme requires them to be engaged in a single project over several months. In the module, I have changed some of the normal components to have a problem-based learning approach. According to Luy-Montejo (2019), problem-based learning significantly influences students' emotional intelligence. Creating the research project as a means for a student to recognize a problem in their world and develop the critical thinking skills and agency to propose a solution could have effective active and social-emotional learning components. Huttel and Gnaur (2017) argue that this type of problem-based approached helps foster the students' "creative learning" by both defining the problem and developing a solution. They continue by quoting Illeris (1981) stating that, "A problem is not a problem in a psychological sense if the person who has to work with it does not experience it as a problem." (as cited in Huttel & Gnaur, 2017).
This module would give flexibility to the English teachers in the program to provide supports to the cohort of juniors who need to learn the skills from the project and accomplish the requirement without disrupting the class makeup. Often the whole class will need to do parallel projects or the juniors from each English class will be pulled out to create one class that focuses on the project further putting a strain on our scheduling and personnel issues. This module can be self-guided and interactive between the students and instructors without having to develop another physical sectioning for the course.
For this module, the targeted learners are junior students enrolled in our therapeutic program. It is based on a project that is a staple at our school already and can be adapted for learners of all sorts who need to produce a long-form research project. For the course of this module, the project will predominantly be referred to as the Junior Theme based on my position. That title should be edited if using in other environments. Each student has an IEP and an emotional disability with a high incidence of students with an additional diagnosis of ADHD or learning disabilities. By the time they are taking this course, they are familiar with writing basic research papers and narratives from their freshman and sophomore curriculum. So they are familiar with the elements of writing and fundamentals of research. This project is to engage in a larger format, long-range example of skills they have used throughout the curriculum and develop the experience of writing something similar to what would be expected from a college-level student with supports.
The school has an extensive list of standards for each course and level throughout the entire English curriculum. Below are the specific writing standards taken from the New Trier English Department Course of Study (2016) related to the research project portion of the curriculum. These standards easily cover and often exceed common core standards.
Research Projects
a. Produce a longer research paper with greater understanding of the full research process that answers a self-generated question; deepens inquiry through research; incorporated and synthesis multiple types of evidence, and expects multiple revisions and added research.
b. Research is taught as a recursive process focusing on the narrowing of a topic, the development and defense of an opinion, and added research to develop a stance.
c. Use the library and its resources, including online databases accessed from home, to organize a search with greater independence to find background information, and identify appropriate and credible materials for a specific topic.
d. Explorations of other disciplines, e.g. Social Sciences, and science for their contribution to a question.
Sources
a. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question, integrate information into the text selectively to maintain the flow of ideas, avoiding plagarism and following MLA format for citation.
b. Assess credibility and authority of sources, understanding the difference between primary and secondary sources, relying more heavily on the evaluation and analysis of primary sources to enhance critical thinking.
Evidence
a. Draw evidence from literary or informational texts to support analysis, reflection and research.
The unit as a whole should take the third quarter of our school year which is about ten weeks. Most of the updates would last about a week for the student to process and complete the assigned tasks as well as interact with each other. The module is written primarily to use in the Scholar format but would potentially be transitioned to our school Canvas platform that the students are currently familiar with. So, some of the commenting and Updates would need to be reworded and reorganized. Also, the peer review format would be done through a third-party site that provides students the experience of doing digital peer review somewhat anonymously and also let them use apps such as the Google Suite that they are already familiar with and that they will continue to use beyond the unit and beyond high school.
To introduce the importance and power of doing research and creating a supported argument, you will choose a documentary from the provided list (or one of your choosing with approval).
Documentaries, as One (2016) argues, create an opportunity to understand and connect to a larger or even global issue on a personal level. They bring information to viewers to spark both conversations and awareness for potential action to a larger audience. For the filmmaker, it is an attempt to address something they see as a problem in their word that needs to be solved. Below, the Crash Course (2017) video, Experimental and Documentary Films gives you a brief overview of the documentary genre (which starts at the 5:12 mark in the video).
From your viewing, you will become more aware of the importance of conducting thorough research to support claims and engage your audience with evidence. After viewing you will comment on this Update with a review of your film based on the questions at the end.
Potential Documentaries:
Empire of the Forbidden Word: Forbidden Reading
Why You're Addicted to Your Smartphone
Subscription Based
The Great Hack
Citizen Four
13th
Star Wars Empire of Dreams
LEGO House: Home of the Brick
Leave a Comment
Respond to this Update with what documentary you intend to watch. If it is something not on this list, wait for an instructor to respond to your suggested title.
Create an Update
1. Summarize the film that you watched.
2. What are some examples of research reinforcing the argument or the story?
3. Was there a clear bias in the film or the research?
4. Was the film able to connect you to the problem on a personal level? Did it give you a sense of how you could personally make an impact on the problem (raising awareness counts).
5. Leave Comments for your peers under their Updates.
http://blackboardtalk.com/2018/10/28/11-documentaries-literature-pairings-for-english-class-middle-high-school/
As an introduction to more engaging and hard-hitting research, the first step for the student is to experience a piece of researched or investigative journalism. While this is not a direct one-to-one example of what the students will be experiencing the intent is to get them engaged with the concept of researching to find answers and potential solutions to a problem. There is a list of potential long or short-form documentaries as well as podcast options for the student to experience. Through this they should be able to:
1. See how arguments are developed
2. See how research supports the argument and reinforces the idea to the viewer
3. See the importance of reliable or credible sources when trying to prove something to an audience
4. See the impact that can be made from such media.
The list that is given in the module is not exhaustive. Learners should be able to find their own example to experience and obtain approval from the instructor on the piece. As an instructor, what is expected is a piece of media that clearly uses reliable sources to prove their point, focus on a topic that is appropriate for the student, create a solution or a call for change through at the very least awareness, and be a substantial enough documentary or audio piece to dive deep into a topic relative to what their project will cover (i.e. connection to the "author's" experience, Significance of the problem, and potential Solution(s).
After they experience their piece there update should speak to the value of what they learned in the piece as well as how to affect the piece was in mobilizing the student toward potential solutions. Hopefully, the student will internalize the message to some extent and critically examine the message and how it impacts them personally.
Students will post their Update about the documentary they experienced by responding to the guiding questions posted and initiate comments from their peers about the piece as well.
As Seth Godin (2010) challenges educators and students alike, to learn, we need to solve more interesting problems. Watch the short video below to get a better sense of exactly what Godin is asking of all of us.
So, what are some interesting problems in your world? Think big and small, but think INTERESTING! You will use these problems as potential topics for your Junior Theme. Think of three interesting problems you feel are important. Consider the rule of thirds for each of your interesting problems:
To brainstorm through the different Interesting Problems you will create an UPDATE exploring the different ideas you have. Then you will receive feedback from your peers about the different Interesting Problems you are exploring to help you narrow and get a head start on your project.
Create an Update:
Create an update with three ideas you have that you consider as interesting problems. For each of the three:
1. What is the problem and why does in interest you?
2. What do you need to learn more about to understand the topic?
3. Who is impacted by this problem other than you and can benefit from a solution?
Comment:
Read through the Interesting Problems posted by at least three of your peers. Give them feedback on their ideas. Give guidance, questions to consider, sources you know, directions on what to focus or avoid. As much feedback as you can give would be a huge benefit for your peers.
The concept of Interesting Problems comes directly from Seth Godin's book, Linchpin: Are You Indispensible? The framework for this direction for the project is connected to theories of Problem-Based Learning. While the students could take a traditional route of researching something of their interest and creating a report, this method is intended to create agency in the student. This agency can help the learner view themselves as more of a change agent in their learning rather than just someone synthesizing ideas for the sake of a school requirement.
In a more PBL approach, it would be effective to have students read excerpts from Godin's work as a means of refocusing their purpose as an effective rather than a passive learner. A small clip is included in the module but it would be helpful to have students more familiar with his Linchpin concepts prior to going into this project.
The rule of thirds comes from Don Wettrick's philosophy of genius hour and his innovation classes. The project should hold personal meaning for the student and interest them. It should also require them to gain some skills and knowledge to fully understand and tackle the problem. And finally, it needs to be something that impacts someone beyond themselves. Wettrick (2017) argues that the last rule helps the learner feel empowered and that they can spread knowledge and be a benefit to others.
In the Update, the students should be able to express why their three potential "interesting problems" are truly worthwhile and poignant enough to focus their research efforts towards the endeavor. Topics could be as simple as issues they face such as using cell phones in school to as complicated as racism. They should be encouraged to think critically about both why its a problem and that with research that they can make some sort of impact on a solution. With the students' updates, the instructor should comment as well with feedback on their ideas, potential directions or angles to take and encouragement to think outside the box when at all possible.
A key component for your understanding of the topic and for your argument is credible research. While many of us are very used to researching and looking up facts on through the internet, research for academic writing is a bit different. Watch the video from the Steely Library NKU (2014) below to get some tips on how and where to start.
Developing effective research questions is essential for a successful research project. Start brainstorming some effective questions for your topic (see UPDATE assignment below).
But where do we find reliable sources? Below, Libncsu (2015) shares some tips on finding credible resources to make your project stronger.
Think about some of the examples the video used to explain credible resources. Imagine that you are participating in a debate over your topic and trying to prove the other person is wrong. What kind of facts and sources would be the most powerful to use?
Like the first video stated, throwing your topic or research question into a Google search will garner too many results to sift through. This means it could be time-consuming or result in using ineffective sources to support your argument. There are a few reliable places to start.
This sector of Google limits your results to only scholarly journals and articles. For the most part, any articles you find will be peer-reviewed and reliable. Some of the results thought will lead you to subscription-based journals and not give you access to the full-text version of the article.
These are databases that you have full access to as a student. The school has subscriptions to each of the databases that generally will give you access to full-text articles. The page is organized by subject that is best connected to your topic. Some of the most widely used databases offered to students are the Gale Virtual Library, ProQuest, and Global Issues in Context which can be good starting points.
Searching through databases is different than searching on the web. Whether you are new to databases or feel like a pro, take a minute to watch the video from Modern Librarian Memoirs (2003) below as a great reminder and tips to saving time.
Create an Update:
Find a background article about your topic. Make sure it is a credible source and that the article will be a good starting point. Use this SURVEY to assess your source. In your Update give a brief summary of the article and the relevant facts you found for your essay or further research. List at least 5 focused research questions for further exploration in your update. Properly cite your article at the end of your Update. Be sure to read Updates by your peers and give them feedback.
The update includes everything that is really needed for the students. Students should already be aware of how to use the databases available to them. The Update they create will be a good starting point to see the direction they are taking as well as their ability to find credible sources.
This update also includes a survey they will take based on their ability to find and rate the credibility of a source. They will re-evaluate the same article on the last Update in the Reflection. The goal is to assess the student's ability to recognize credible sources and see if there is a change from the beginning to the end of the research portion of the unit. They should be encouraged to just find one source to focus on at this point. The source should be something that helps them get a general understanding of the issue and confirm their interest in the topic and be able to start shaping some form of opinion on the topic. They will still be far from experts on the topic but should be able to start forming more educated research questions to help guide their research moving forward.
To begin creating your actual essay we will start with a short introduction. Standard introductions create some sort of hook to grab your audience's attention or use some sort of poignant quote. While those will be strategies you are welcome to employ, the actual introduction will be a personal narrative about how this problem connects to you and your world. Try to pull your reader into the essay by personally connecting yourself to the work you have embarked on. If you care so much about this topic, help your reader empathize its significance with you.
Start your essay through Google Docs. It is highly recommended at this point to make a folder in Google Drive for your Junior theme. In that folder you should store all of your sources and writings related to the project. The whole folder should be shared with me. This will not be a means of turning in anything but instead a means to stay organized so I can help support you and give you feedback.
Your paper will be written in three separate parts then combined to create a single essay. You have the option in your Google folder to create three separate Docs or just use one master Doc. In each section of your paper you are encouraged to add engaging features for your reader including but not limited to videos and images.
For the Experience section, write your introduction including your personal connection to the Interesting Problem you chose. Why is this problem so important to you? Why should I as the reader care?
The rubric is relevant for the project as a whole and for each individual section. When you are done with your introduction (likely two to four paragraphs in length) you will upload it into the Peergrade assignment. The Peergrade rubric will be different as a means to give you more guidance and feedback throughout the process.
After submitting, you will be prompted by Peergrade to give feedback to 2-4 of your peers. Please complete the feedback portion thoroughly for your peers.
This section helps student express their passion for the project. With basic background under their belt, they should be able to write a cohesive introduction addressing why this is so important to them. The goal is not to write a brief overview of the entire essay, but instead, capture an early and hopefully passionate perspective of the topic. This section may need to be edited after further research is completed but the idea is for them to be able to connect to the reader not as an expert, but instead someone with familiarity and passion for the topic.
Most of the organizational processes and platforms used throughout the project that all start at this Update are things familiar to the student and a process regularly employed at the school.
There are two rubrics for the project. One that will be used by the instructor to grade each portion as well as the final draft and one that the students will use as a means of giving better feedback. The instructor rubric is standard for the English courses and something they should be familiar with. It is designed as a feedback tool and a grading mechanism. It does not provide the critical thinking and dialogue that the student rubric does but gives the students an understanding of where their writing stands and areas that need improvement moving forward.
From this point forward there are no longer expectations for student Updates or Comments. Likely, the students' focus will be on peer review and finding and reading their sources. The students are familiar with the process and direct instruction on annotating or note-taking. If supports are needed, personalized instruction should be given on a one to one basis to provide added support for the student.
As assignments are submitted be sure to move the Peergrade assignments as seen in the image below.
This part of the project will focus heavily on research and bringing to light the significance of the problem. You will be using your credible sources you have found to give your reader background on your topic and an understanding of the impact of this problem. The two videos from Shmoop above (2016) and below (2014) give you guidance on how and when to use your sources, as well as how to cite them according to MLA format.
As you are providing your argument, use your research to support your ideas and claims. Predominantly you should be paraphrasing the work you are referencing. That means you put the whole idea into your own words, not just simply change a few of the words in a sentence. When needed, use direct quotes when the way the author said something is so poignant that paraphrasing will reduce the effectiveness of the point that is trying to be made. If you do a long quote (over four typed lines) be sure it is needed and blockquote it. Examples are available in the videos. Additional questions can be answered through the Purdue Owl Writing Guide.
Write this section of your paper in the same Google Doc or a new separate Doc that is appropriately titled. You will submit this section alone for peer review but in the end, it will be one cohesive document.
Steps:
1. Review the comments from your peer reviews of the Experience section of the paper. You do not need to make edits yet, but be aware of the comments as you move into the Significance section of the essay.
2. Brainstorm/outline: Using your research, explain the background, history, and significance of the problem you are addressing. Give the reader context to understand how it came to be, who is affected and to what extent, and potential forecasts of the problem. This will be the most significant portion of your essay and expect it to be a bare minimum of three pages in length. There may be other relevant aspects to better understand the significance of the problem so do not consider my list exhaustive. Reach out to peers and instructors for guidance if you are unclear or need to narrow. Ideally, you should to some sort of prewriting exercise to organize your thoughts.
3. Write your Significance portion of the essay. In this section it would be highly effective to add media into your essay. Primary sources or documents you can show will be highly effective.
4. Submit your Significance portion (and Experience portion if on one document) to peer grade for peer review.
5. Review the assigned peer essay you have been sent.
The process for this update is similar to the last. A few things to remember:
1. Check that students complete their Peergrading assignments.
2. Be sure to read and give feedback as well and check in on the feedback given by their peers.
3. This section of the paper will be a longer process for the students, expect at least a week to two for them to complete the necessary research and prewriting before they construct this section.
4. Encourage them to use the module for support as well as their peers and of course instructors.
5. After they submit their second section be sure to move the essays along in the Peergrade process.
The Michael Arnold video from TEDx Talks (2018) above gives us some background thoughts on why problem-solving is so critical in education. You have spent a fair amount of time now researching an interesting problem that you feel is significant in your world. Now is the time to talk about how to solve it! Regardless of how large the problem is, you have the ability to come up with solutions to make some level of impact. Watch the video below by David France to give you the idea of the potential impact of looking at the idea of putting yourself at the intersection of the problem and the opportunity.
Write this section of your paper in the same Google Doc or a new separate Doc that is appropriately titled. You will submit this section alone for peer review but in the end, it will be one cohesive document.
Steps:
1. Review the comments from your peer reviews of the Experience section of the paper. You do not need to make edits yet, but be aware of the comments as you move into the Significance section of the essay.
2. Brainstorm/outline/research: Using research, explain to the reader attempts or movement towards a solution that exists or has been tried. Also, based on research, give a potential strategy to make an impact or solve the solution. Provide credible sources that help you conclude that this strategy would be effective. Consider looking at how similar problems were dealt with or of solutions that could apply effectively to your problem. This portion will also act as your conclusion. So now that your reader knows why the problem matters to you, how significant of a problem it is and possible solutions, wrap-up your work effectively. Reach out to peers and instructors for guidance if you are unclear or need to narrow. Ideally, you should to some sort of prewriting exercise to organize your thoughts. This will likely be shorter than the Significance section of your essay.
3. Write your Solution portion of the essay. In this section it would be highly effective to add media into your essay. Primary sources or documents you can show will be highly effective.
4. Submit your entire completed essay (and Experience portion if on one document) to Peergrade for peer review.
5. Review the assigned peer essays you have been sent.
The process for this update is similar to the last. A few things to remember:
1. Check that students complete their Peergrading assignments.
2. Be sure to read and give feedback as well and check in on the feedback given by their peers.
3. This section of the paper will be a more complicated process for the students, expect at least a week to two for them to complete the necessary research and prewriting before they construct this section. Connect with each of the students about creative solutions they are considering to present in their essay. GIve guidance where needed.
4. Encourage them to use the module for support as well as their peers and of course instructors.
5. After they submit their second section be sure to move the essays along in the Peergrade process.
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You are now done with writing! Well, almost. By now you should have written and cited your essay completed. Also, you should have feedback from your peers and instructor(s). This point is difficult but critical. Take some time to read through the feedback you were given. Also, REREAD your entire paper. You have likely not read it in its entirety. Do not quickly skim through, take some time and read through everything. Make the necessary edits based on your reading and the feedback. When you are done, submit your final draft for grading.
Students will submit their final work and the instructor already has access to all of the peer review components. The instructor will use the standard English Curriculum rubric the students are familiar with. Students who struggle to submit their work on time or have significant issues with their final draft should be given additional supports to help complete in a timely manner. The goal is for them to complete an effective project.
"We do not learn from experience, we learn from reflecting on experience."
-John Dewey
As a final piece to the enormous puzzle, we are going to take a minute to reflect on the process as a whole. Start with reviewing the very first source you found from the Conducting Research Update. Review the source again and fill out the survey again. Then complete the Update listed below.
Create an Update
In your update reflect on where you started the project and where you are now.
How do you feel about your topic as well as the process?
How did the peer review process impact your work?
What did you gain from your research?
Do you feel like you have a means to solve the problem? Do you feel like your reader was impacted?
Make this update multimodal and include images, audio or video clips that help your reader better understand your experience and for you to better represent your thoughts.
As a closing, the students will reflect back on the whole process. Hopefully, the process of writing and researching was empowering. But, likely it was exhausting. Students may need some encouragement at this point. As an instructor, it would be beneficial to give support to the students by at the very least commenting on their final update to help them reflect on the power of solving a problem in their world. That there project should be more than a paper to them and to continue on the work they found during their journey. This feedback and support should reinforce the problem-based approach and its goal of holding a more significant role for the student and developing their agency.
At this point, the instructor will need to read and grade the final drafts. They should be able to use peer feedback and see the whole process the writer took in their project.
This project could continue into the final quarter of the year and expand into a project and experiential-based creation. The students could then take action based on their research to develop something to cause an impact on their problem and publicly exhibit their work. This would be in-line with a truer PBL methodology to put their learning on display and impact the learning community. The school's research project requirement could act as a springboard to a more student-driven exhibition.
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Aziz, A. (2018) The power of purpose: 7 social impact documentaries every CMO should watch [Website]. Retrieved from https://www.forbes.com/sites/afdhelaziz/2018/09/30/the-power-of-purpose-7-social-impact-documentaries-every-cmo-should-watch/#4aa40ffe6650
Chen, R. (2017). WIn your life by harnessing the power of reflection. Retrieved from https://medium.com/thrive-global/why-you-should-harness-the-power-of-reflection-4a8f6d7710d4
CrashCourse (2017, Aug 3). Experimental and documentary films: Crash course film history #16 [Video file]. Retrieved from https://www.youtube.com/watch?v=cCY-4NxXCU8&feature=youtu.be
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Huttel, H., & Gnaur, D. (2017). If PBL is the answer, then what is the problem? Journal of Problem Based Learning in Higher Education, 5(2), 1-21. http://doi.org/10.5278/ojs.jpblhe.v5i2.1491
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Luy-Montejo, C. (2019). Problem based learning (PBL) in the development of emotional intelligence of university students. Propositos y Representaciones, 7(2), 353-383. http://doi.org/10.20511/pyr2019.v7n2.288
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