Redesigned Unit
revised unit
The redesign of the Year 9 English unit Introducing Shakespeare took into account the recommendations made in the analysis of the initial unit. The concept behind the unit remained the same—to introduce students to Shakespeare and his influence on language and society beyond his historical context. Students should be able to show the variety of perspectives Shakespeare can be interpreted from and how his works have influenced culture both today and in the past in diverse ways. The Introducing Shakespeare unit still lasts only five weeks, with the same research and product-driven end result; however, the lessons and assessment look vastly different. Using the theories learned during my study in English inquiry-learning, I have redesigned the English unit to challenge students to see Shakespeare in a new context and to take action with their new understanding.
In the table below, I demonstrate the ways in which the revised unit differs from the original one and my comments about each area.
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revised unit description
The revised unit plan first took into account the importance of teaching students who have never conducted a true inquiry assignment in English classes how to inquire and evaluate sources effectively. The first two lessons allow the teacher to set up the unit any way they wish—either by teacher direct instruction or by any other means. However, these two lessons serve as a way to introduce William Shakespeare to the students and stimulate their interest in his work by allowing them to begin connecting ideas and wondering about him (British Columbia Teacher-Librarian’s Association, 2011). Although these lessons are lower-level categories of Revised Bloom’s Taxonomy (n.d.) they are important to establish remembering and understanding of the information.
Updated rationale
Inquiry questions deleted, as students now create their
own questions
Yellow highlighting on opposite side shows that all the requirements for receptive and productive modes are met in the unit.
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Revised Unit Plan
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Gradual release into inquire more intentional and using structured inquiry and guided inquiry tasks
CARS evaluation used for Source analysis
Use of QFocus and teacher guidance to help students create quality inquiry questions for their assessment
More structured time for inquiry research, product creation, peer feedback and reflection, which allows students to engage in more quality open inquiry without constant teacher support
Assessment now includes Points of Inquiry to guide inquiry process
As shown using the images above, the next lessons allow teachers to begin releasing students into more and more complex levels of inquiry (Bell, Smetana & Binns, 2005). First structured inquiry through the use of discussion groups, then guided inquiry through a teacher-prescribed inquiry question (Bell et al., 2005; Boas, 2012). Source analysis allows students to enter the situated window of the GeSTE windows (Lupton, 2010). While the previous unit required students to research, they were not provided with a structured opportunity to evaluate sources for bias or reliability. The CARS evaluation system provided in the revised Introducing Shakespeare and the research journal in the assessment give students tools to conduct source analysis and ultimately choose high-quality sources (Harris, 2015).
Perhaps one of the most improved parts of the unit is the addition of The Question Focus (QFocus) to guide students to create effective and socially active inquiry questions (Rothstein & Santana, 2011). This system allows students to produce open-ended questions which then dictate the direction of their entire assessment. By guiding students through the QFocus, teachers can ensure students will be able to create socially active products they can share with others.
Just like the previous unit, the revised Introducing Shakespeare unit still gives teachers suggestions on differentiation. These suggestions now go beyond the tasks set by the teacher, but are now focused on keeping students at the highest level of the Revised Bloom’s Taxonomy (n.d.) as possible. For a Special Education Needs (SEN) student, scaffolding and/or modification may be needed give equity to students, yet the same skills and outcomes are required for every student. Gifted and Talented (G&T) students are encouraged to peer mentor and push themselves into open inquiry and higher order thinking (Bell et al., 2005; Revised Bloom’s Taxonomy, n.d.).
revised assessment
While the original assessment involved some elements of inquiry, it did not bring students beyond the generic GeSTE window or guide students through source analysis and organising their research (Lupton, 2016). The new assessment leads students to create quality inquiry questions using the QFocus, requires students to become socially active in their end product and requires peer feedback and reflection, all important elements of inquiry-based learning and critical and creative thinking (Harris, 2015; Lupton, 2016; Schwartz, 2015; Australian Curriculum, n.d.). The revised assessment requires students to think more deeply and create more relevant products to share with others.
Points of Inquiry process explained in relation to the assessment task
Assessment task broken down into achievable steps so that students can guide their own inquiry process and stay organised throughout the assessment.
Suggestions given to students for end product, so that students do not feel overwhelmed and lost by the task
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Research journal template to aid student organisation and source analysis; students can choose to use this template or another mode of organisation if they choose
The revised Introducing Shakespeare assessment firstly uses the Points of Inquiry model (British Columbia Teacher-Librarian’s Association, 2011). This process is outlined on the first page of the assessment, allowing students and teachers to see the process their inquiry assessment will lead them through.
Instead of providing teacher-approved topics for students to choose from, the assessment poses the QFocus, “Shakespeare was not of an age, but for all time” (Rothstein & Santana, 2011). This statement allows students to think about Shakespeare’s context, his influence throughout time, others’ perspectives of him and his relevance today, which allows students to enter the situated GeSTE window (Lupton, 2016). Through this statement, students to pose questions that interest them, allowing the direction of inquiry to go where students take it themselves. By guiding students through this process, teachers can ensure that students ask quality questions which align with the aims of the unit and the end product, the transformative or expressive GeSTE windows of creation and social action (Lupton, 2016).
Although the research journal element of the assessment at first glance looks as if it hinders students’ ability to conduct open inquiry, in actuality it allows students to evaluate sources and become more independent in their organisation of research (Bell et al., 2005). Though students are given the option to use another organisational method, the revised assessment’s inclusion of the research journal provides structure to ensure that students are finding quality sources and applying them appropriately to their inquiry questions without the interference of their teacher. Students can change their inquiry questions as they research easily using this journal and can easily reflect on their research process this way (Rothstein & Santana, 2011; Australian Curriculum, n.d.).
Whereas the former unit required all students to create a visual presentation, the revised unit allows for student creativity and does not structure the requirements of the end product. Students must go beyond simply understanding and analysing the information, but create a product which shows they can teach and share what they have learned, entering the transformative and expressive GeSTE windows (Revised Bloom’s Taxonomy, n.d.; Lupton, 2016). This end product might be a social media campaign, writing and performing a skit for an audience, teaching another grade, creating a website, submitting an article to be published or hosting an event (Barseghian & Wright, 2011). Students should be creative and allow their inquiry result to guide their end product.
Another addition to the assessment is the requirement of peer feedback and reflection. In doing so, students engage in critical thinking and higher order skills (Australian Curriculum, n.d.; Revised Bloom’s Taxonomy, n.d.) This also completes the circle of the Points of Inquiry, allowing students to go back to see if they have any more questions about their ideas (British Columbia Teacher-Librarian’s Association, 2011).
The revised assessment requires students to delve into sometimes uncomfortable learning opportunities. It forces students to ask real questions, to engage with their peers and to evaluate themselves. Although the unit and assessment cover the same curriculum as the original design, the revised end result is an assignment that asks students to think more deeply and become more intrinsically motivated to inquire.
References
Australian Curriculum. (n.d.). Critical and Creative Thinking. Retrieved October 31, 2016 from http://www.australiancurriculum.edu.au/generalcapabilities/critical-and-creative-thinking/continuum#layout=columns&page=5
Bell, R. L., Smetana, L., & Binns, I. (2005). SIMPLIFYING inquiry INSTRUCTION. The Science Teacher, 72(7), 30-33. Retrieved from http://gateway.library.qut.edu.au/login?url=http://search.proquest.com.ezp01.library.qut.edu.au/docview/214615319?accountid=13380
Barseghian, T., & Wright, S. (2011, December 21). Life in a 21st-century English class. Retrieved September 11, 2016, from https://ww2.kqed.org/mindshift/2011/12/21/life-in-a-21st-century-english-class/
Boas, E. (2012). Using literature circles yo inquire into the big themes: Exploring the refugee experience. English in Australia (47)3, 25-28. Retrieved from http://search.informit.com.au/documentSummary;dn=100657866751672;res=IELAPA
British Columbia Teacher-Librarian’s Association. (2011). Points of Inquiry: A Framework For Information Literacy and The 21st Century Learner. BCTLA Info Lit Task Force. Retrieved from https://inquiryblog.files.wordpress.com/2013/09/pointsofinquiry.pdf
Harris, R. (2015). Evaluating Internet Research Sources. Retrieved from http://www.virtualsalt.com/evalu8it.htm
Lupton, M. (2016). Inquiry learning. A pedagogical and curriculum framework for information literacy. (preprint) in Sales, Dora & Pinto, Maria (Eds.) Pathways into Information Literacy and Communities of Practice: Teaching Approaches and Case Studies. Chandos Publishing. (In Press) pp. 6-11
Lupton, M. & Bruce, C. (2010). Chapter 1: Windows on Information Literacy Worlds: Generic, Situated and Transformative Perspectives in Lloyd, Annemaree and Talja, Sanna, Practising information literacy : bringing theories of learning, practice and information literacy together, Wagga Wagga: Centre for Information Studies, pp.3-27. [QUT login]
Revised Bloom’s Taxonomy. (n.d.) Revised Bloom’s Taxonomy (RBT) employs the use of 25 verbs that create collegial understanding of student behavior and learning outcome. Retrieved from http://www.utar.edu.my/fegt/file/Revised_Blooms_Info.pdf
Rothstein, D. & Santana, L. (2011). Teaching Students to Ask Their Own Questions. Harvard Education Letter, 27(5), 1-2. Retrieved from http://hepg.org/hel-home/issues/27_5/helarticle/teaching-students-to-ask-their-own-questions_507#home
Schwartz, K. (2015). How Inquiry Can Enable Students to Become Modern Day de Tocquevilles. Retrieved from http://ww2.kqed.org/mindshift/2015/02/10/how-inquiry-can-enable-students-to-become-modern-day-de-tocquevilles/
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Revised Assessment Task Sheet