Category Archives: Research Skills

Exploring Other Project-Based Learning Models

What is project-based learning? Let’s start by celebrating this diagram that will explain our instructional goals during this creative and meaningful learning process. So read this article carefully and bring questions about it to class. Moving forward we will keep these points in mind and discuss how best to help each learner design a project. Also appreciate that the iterative and collaborative process that we use in class will better help you internalize confidence in the complicated and messy process of collaboration and authentic learning. The other instructional goal is that you transfer these skills into your college courses and future careers.

Now let’s have everyone research other project-based learning classes and classroom and find two great models. Your first model with be the best #PBL model; explain how you appreciate something related to the iterative or collaborative process that the class used and demonstrated. The second model will be something related to what you think is an important topic for your generation to explore. In other words, you will appreciate the disciplinary aspects of this #PBL model. In the comment thread below, please compose a thoughtful annotation in 3-5 sentences using Standard English for each internet link for your two models.

Why Face to Face?

The most important issue that faces our generation today is the lack of face to face conversations. It is quite simple yet our generation suffers from screen addiction which leads us to putting our head in our phone while face to face with other people. In today’s world, you can learn so much from one face to face conversation. Personally, I pride myself in taking life lessons from face to face conversations whether it’s with my family or with the man or woman working the front desk at CVS. Although we’ve talked about this issue of screen addiction among adolescence over and over again it is an issue that cannot be addressed enough. Phones are made to be addicting each year when a new phone set to be released it being worked on there are large amounts of developers that do everything they can just so one can be addicted to their screen causing more people to buy Iphones. As the years go on the age we get addicted to cellular devices will become younger and younger. It’s important to know that although you can learn a lot in school the bigger life lessons are learnt in face to face conversation. Charles Dickens once said it best saying, “Electric communication will never be a substitute for the face of someone who with their soul encourages another person to be brave and true.” This idea of how important face to face communication has been around for centuries and will never go away no matter how advanced technology becomes.

Link to Photo: https://neilparkhurst.com/2015/11/01/agile-principle-7-face-to-face-conversation-is-the-best-form-of-communication/

 

 

 

 

“Why” Student Centered Learning is so Important

“Tell me and I forget. Teach me and I remember. Involve me and I learn.” These words of wisdom once spoken by Benjamin Franklin are words to live by especially as a student. Project Based learning teaches students skills that cannot be taught in a normal classroom setting. PBL is structured around the concept of student centered learning. This is where students do the teaching and the learning. In our PBL English class I have learned more in class than I have in any other class in four years. The lessons that I have learned in PBL translate to the real world where a class such as U.S. History or chemistry do not. Throughout the year each student has researched various topics about issues that teens face in today’s world that are more prevalent than ever. In the Winter, our class researched experts in certain fields and we encountered one that has changed the way I think. Marco, a classmate of mine in PBL was researching screen use among teens and found an expert by the name of Simon Sinek. Simon Sinek explains why having a purpose is more important than anything else. He talks about how having a why is much more important than having a what or how. After learning about Simon through Marco’s research I learned an immense amount of information to hold onto just from learning from my classmate in a student-centered classroom.  Throughout the year in PBL we have learned many skills but one of the most important skills we have learned is using social media in a positive way. We have learned how to use large social media platforms such as twitter. Using twitter has not only helped our research skills but also our networking skills. Once again skills that will help you for life. PBL student centered classes don’t prepare you for high school or even college, they prepare you for life. The class teaches you lessons that will help you find that why.

Interview Planning and Oral History Methods

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Interview Planning

In the future to help create history and gain more insight into women’s history and Suffield history, I would like to interview Elaine Sarsynski and keep a record of our interview. I have made a list of questions which I will double check with Mr. Yuan again to make sure they are all ok. I plan on asking her about many questions related Suffield, Women’s history, and maybe a bit of her personal life to shed some further detail on the whole topic. I will make a detailed list of questions and go through them with Mr. Sullivan, the class, and Mr. Yuan before the interview. The main question that I want to answer is what hardships did she encounter on her journey to the top. First, I want to know what hardships she faced because she was a woman when she was young, and in high school and college. Then I want to know if it was harder for her to make her way in the workforce because she was a woman. Then if being a mother complicated her career path more. Then, I want to know why she made the decision to leave the corporate life to make her attempt at politics, did this have anything to do with promoting women’s rights? When she was running for First Selectwoman, what challenges did she face. What challenges did she face just because she was a woman? After winning the position of First Selectperson, what initiatives did she implement were any of them aimed at promoting women’s rights? Are the political parties in local politics much different than the political parties in national politics?

Oral History Methods

Oral history is not folklore, gossip, hearsay, or rumor. Oral historians attempt to verify their findings, analyze them, and place them in an accurate historical context.

Process:

  1. Formulate a central question or issue.
  2. Plan the project. Consider such things as end products, budget, publicity, evaluation, personnel, equipment, and time frames.
  3. Conduct background research.
  4. Prepare questions for interviews
  5. Review questions with classmates and teacher
  6. Interview.
  7. Process interviews.
  8. Evaluate research and interviews and cycle back to
    step 1 or go on to step 7.
  9. Organize and present results.
  10. Store materials archivally.

Connecticut Women’s Organizations

Many people have heard of the big international women’s groups like the National Organization for Women. I would like to investigate women’s organizations here in Connecticut. Through my preliminary research I have come upon local chapters of the big women’s organizations. I want to know who started them and if anyone of interest joined any of these organizations. The organizations I would like to look into are: Daughters of the American Revolution, The Women’s Committee of the Council of National Defense, Connecticut Branch of the Housewives League, and Connecticut Women Suffrage Association.

 

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Newspaper article from the Hartford Courant talking about the different Woman’s Organizations meeting and the different women who head them up.

 

Driving Question:

How much did women organizations do to improve the life and rights of women?

Skills Required:

Researching and precise reading of sources.

Source:

“WOMAN ORGANIZE DEFENSE COMMITTEE.” The Hartford Courant (1887-1922), Jun 02, 1917, pp. 8. ProQuest, https://search.proquest.com/docview/556481481?accountid=46995.

Calvin Philleo: Husband to Prudence Crandall

Can you help us with our research? While many Connecticut residents know the story of Prudence Crandall and how she opened a school to educate young African-American girls in the early 1830s, few know the story of her marriage. Our project-based learning class will investigate her husband, Calvin Wheeler Philleo, because he was also a resident of Suffield. We want to know if more history about their relationship can provide more vital information about our state heroine’s historical record. What was significant about their marriage? We can search more information about him in our local archives. Along with checking Suffield Academy’s archives, we will reach out to members of the Suffield Historical Society and check records in the town hall. While conducting a preliminary research using the Hartford Courant Historical newspaper database, I found these records below. Please leave a comment if you have any suggestions regarding researching this figure. 

Basic Information:

Calvin Wheeler Philleo was a free-soiler and the husband of Prudence Crandall (School teacher & Activist) 

Born: 14 June 1822 Vernon, Oneida County, New York, USA

Died: 30 June 1858 (aged 36), Suffield, Hartford County, Connecticut, USA

Buried in the Old Center Cemetery in Suffield, CT | Mem ID: 7976434                                            (discovered on www.findagrave.com)

Hartford Courant: Historical Newspaper References

Further Reading:

https://sparedshared8.wordpress.com/2014/10/14/1841-charles-b-utley-to-calvin-wheeler-philleo/

This link contains some further biographical details of Calvin Philleo and also a transcript of a letter sent from Charles. B. Utley to Calvin in 1841. 

Update – 12/12/18

Suffield. “Celebration of the Two Hundred and Fiftieth Anniversary of the Settlement of Suffield, Connecticut, October 12, 13 and 14, 1920, with Sketches from Its Past and Some Record of Its Last Half Century and of Its Present.” Library of Congress Information Bulletin, Victor, http://www.loc.gov/item/23002816/.In-text CitationCheck for GrammarCheck for Plagiarism

Update 1/5/19

Driving Question

After delving deeper into the affiliations of Calvin Philleo, I am left with a question: What is the history of the free-soiler movement in Suffield, CT?

Skills Required

To uncover the truth of this question I will need to develop my networking skills and reach out to people that may be more knowledgeable about the topic. I will also need to refine my database searches and online research techniques.

Our Connection to Seicheprey

Over the course of our school year, our class has had a deep connection with the town of Seicheprey in France. We first learned about Seicheprey through our research about Sergeant Stubby, the war dog of the 102nd US Infantry. After learning about Stubby’s heroic tales and service, we developed a curiosity to learn more about this significant battle for Connecticut history. Due to this battle being significantly historic for the Connecticut veterans specifically, the importance of this battle gradually faded in memory and history when the Connecticut veterans passed away in the 20th century. Our class discovered several interesting facts and stories from the Battle of Seicheprey, such as one of our Suffield veterans at the battle serving as a cook. When we learned of the details when the German storm troopers overwhelmed the trenches, we were shocked to learn that the cooks responded by picking up their knives and fighting off the Germans with hand-to-hand combat. Along with these facts we found new events that were happening in the town of Seicheprey today. We took the liberty to spread our findings across the social networks of our class blog and twitter. Our posts were immediately recognized by many WWI historians and eventually by Stéphanie Trouillard, a French journalist studying the history of WWI.

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More details on our academic network: https://twitter.com/Stbslam/status/957705999690936322

We reached out to Stephanie to find out if the town of Seicheprey was doing a commemoration for the 100th anniversary of the Battle of Seicheprey. She took the initiative to reach out to the town hall of Seicheprey and received a response from Gérard Andre, the Mayor of Seicheprey. From this information we discovered that Seicheprey was honoring this historic battle on April 21st, 2018 and intend to make a fountain with several representatives from Connecticut in order to honor the 102nd division and Sergeant Stubby. After this interaction from Stéphanie, we were able to continue communications with the Mayor and other citizens from Seicheprey as well as students from the nearby school of architecture. While we were not able to attend the commemoration, these architecture students shared their local history project with us. Then we shared slides from our presentation with them. It was great to get positive feedback from students doing the same type of work that we were doing here.

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An interactive exhibit from the commemoration

Pauline, a student from Seicheprey reached out to us and gave us a very detailed overview of what the town presented and the different activities that were going on in the town to commemorate this battle. These connections to Seicheprey have been the foundation of our class and we are extremely thankful to everyone who has helped spread the story of this forgotten battle.

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An invitation to the commemoration of April 21st.