Project Design through Dialogue
Ac tio n Re se a rc h Pro je c t
b y K. Fle we lling
Hig h Te c h Hig h Gra d ua te Sc ho o l o f Ed uc a tio n
Ma ste r’ s o f Ed uc a tio n in Te a c he r Le a d e rship
Sp ring 2011
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Table of Contents
I. Cha p te r 1: Philo so p hic a l a nd Pra c tic a l Und e rp inning s……... 3
Und e rsta nd ing s……………………………………………………….. 5
Se tting …………………………………………………………………… 12
Me tho d s……………………..………………..………………………… 15
II. Cha p te r 2: Te a c he r-to -Stud e nt Co o p e ra tio n………………. 18
Co o p e ra tio n thro ug h Dia lo g ue ……………………………………. 20
De ve lo p ing a n Atmo sp he re o f Trust………………………………. 23
Co o p e ra tio n thro ug h Pe rso na liza tio n…………………………….. 30
III. Cha p te r 3: Mo me nts a nd The me s……………………………. 35
The me 1: Pre ssure s o f Pro je c t-Ba se d Le a rning …………………...38
The me 1b : Emo tio na l “ Trig g e rs” ……………………………………. 42
The me 2: “ I” vs. “ Othe r”……………………………………………… 51
The me 3: Und e rsta nd ing the “ Othe r”…………………………….. 53
The me 4: Exp e rie nc ing the “ We ” ………………………………….. 55
The me 5: Be c o ming a Pa rt o f So me thing Gre a te r…………….. 59
IV. Cha p te r 4: Co nc lusio ns…………………….…....………….……64
Summa ry o f The me s………………………………………………….. 64
Imp lic a tio ns fo r a Pro je c t-Ba se d Le a rning Pe d a g o g y………… 65
Re fle c tio n………………………………………………………………. 74
V. Re fe re nc e s………………………………………………………… 80
VI. Ap p e nd ic e s
A: Co o p e ra tive Mo me nt Instruc tio ns…………………………….. 82
B: Writing Pro mp ts…………………………………………………….. 83
C: Ste rnb e rg ’ s Le a rning Style Que stio nna ire …………………….. 84
D: The Co o p e ra tio n Surve y…………………………………………. 85
E: Sc rip t-Writing Pro to c o l…………………………………………….. 88
F: Cha ra c te r De sig n Pro to c o l a nd Wo rkshe e t…………………... 91
G : Sa mp le Co mic : The Knig ht’ s Ta le ………………………………. 93
End no te s………………………………………………………………... 98
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Table of Images
Fie ld s o f Co nve rsa tio n………………………………………............. 9
De mo g ra p hic Co mp a riso n…………………………………………. 14
Emo tio na l Trig g e rs…………………………………………………….. 27
The Co o p e ra tio n Surve y…………………………………………….. 29
The Co o p e ra tio n Surve y…………………………………………….. 29
Ste rnb e rg ’ s Le a rning Style Surve y…………………………………. 32
Stic ke r Cha rt………………………………………………………….... 33
Blo g a nd Assig nme nt Ite m List……………………………………… 33
Cha ra c te r De sig n Wo rkshe e t………………………………………..36
Inking ……………………………………………………………………. 37
Re fle c tio n o n Cha lle ng e s…………………………………………….40
Table of Illustrations*
Ro c c o Va le ntino : Pa ne l 5, Pa g e 5 o f “ La te Ag a in…”…………. 3
Ally: Pa ne l 2, Pa g e 5 o f “ A Lo ng Ro a d to Wa lk”…………………19
The Twins: Pa ne l 5, Pa g e 1 o f “ Two So uls, One Bo d y”………..... 24
Jo hnny a t Sc ho o l: Pa ne l 1, Pa g e 3 o f “ I’ m Ho me ”…………….. 39
Ma ryja ne : Pa ne l 5, Pa g e 2 o f “ The Cha ng e s”………………….. 43
Ro c c o is Ma d !: Pa ne l 5, Pa g e 4 o f “ La te Ag a in…”…………….. 51
Ma ryja ne a nd Arne so n: Pa ne l 2, Pa g e 2 o f “ The Cha ng e s”…. 54
Be nji a nd Jo sie : Pa ne l 3, Pa g e 4 o f “ A Knig ht’ s Ta le ”………….. 55
Knig ht a nd Princ e ss: Pa ne l 1, Pa g e 3 o f “ A Knig ht’ s Ta le ”……. 60
* All c o mic illustra tio ns we re c re ate d b y stude nts fro m the To o tie Fro o tie s who p a rtic ip a te d in my
re se a rc h. The p a ne ls we re ta ke n o ut o f c o nte xt to illustrate a sp e c ts o f c o o p e ra tio n a nd g ro up
wo rk. To se e o r p urc ha se the full ve rsio n o f the g ra p hic no ve l, visit: http ://g np .hig hte c hhig h.o rg /
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C HAPTER 1: PHILOSOPHICAL AND PRACTICAL UNDERPINNINGS
Thirty se c o nd s o f c o nve rsa tio n in a p ro je c t-b a se d le a rning c la ssro o m mig ht
so und so me thing like this:
“ OK, if we p ut the sa me skin c o lo r a s his fa c e ,
it's g o ing to lo o k like no thing .”
“ Pa nc hita , he d o e sn't ha ve lip s!”
“ He a in't g o t no lip s.”
“ The n wha t a re we g o ing to p ut fo r the
c o lo r? !”
“ No thing . “
“ Ca n we just p ut re a lly re a lly lig ht p ink so yo u
c a n se e the m, b ut yo u c a n't se e the m? ”
“ Just p ut a p e a c hy c o lo r.”
“ Tha t's wha t I sa id . Like a p e a c hy c o lo r. A p e e e a c hy c o lo r.”
“ Le t me se e the b o o k.”
“ Le t's g ive him a na vy b lue shirt.”
“ Why no t a q ua ma rine ? ”
“ Oh, le t's ma ke it g re e n.”
“ No , no t g re e n. I ha te g re e n.”
“ I ha te yo u.”
“ Dud e , I ha d to we a r g re e n fo r my sc ho o l fo r the p a st thre e ye a rs.”
“ I d id n't.”
“ Re d , re d , re d , re d , re d .”
“ I ha te g re e n. I re a lly like , I wo uld kill g re e n.”
“ Do yo u like the Gre e n La nte rn? ”
“ No !”
Outsid e o b se rve rs mig ht find this c o nve rsa tio n c ha o tic . While I wo uld a g re e , I
a lso se e muc h mo re . He re , the y ta lk a b o ut a c o mmo n p ro b le m: c ho o sing c o lo rs fo r
the ir c o mic b o o k c ha ra c te r. The y b a rg a in a nd ne g o tia te . The y re fle c t o n p a st
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e xp e rie nc e s. The y ma ke d e ma nd s o f o ne a no the r, a nd c o nc e ssio ns. The y g e t
d istra c te d , b ut the y p lo w fo rwa rd a nywa y.
Whe n stud e nts a re g ive n fre e d o ms to ma ke a uto no mo us c ho ic e s in the
c la ssro o m, the ir c o nve rsa tio ns b e c o me unc o ntro lla b le –the o nly wa y re a l c o nve rsa tio n
c a n b e . Vo ic e c a n b e a n inc re d ib le a sse t in the c la ssro o m, b ut it c a n a lso p o se a re a l
thre a t to the le a rning e nviro nme nt, whe n p e rsp e c tive s d iffe r a nd id e a s c o me into
c o nflic t. Just sp e a king is no t e no ug h; we must a lso le a rn to liste n, so tha t we c a n fe e l
he a rd .
My a c tio n re se a rc h p ro je c t fo c use s o n the o fte n ha rd -to -und e rsta nd wa ys in
whic h stud e nts inte ra c t with o ne a no the r d uring lo o se ly struc ture d “ p ro je c t time .” My
p ro je c t a ims to p re se nt a d e e p a na lysis o f the q ue stio n: ho w d o we e xp e rie nc e wo rking
to g e the r d uring a p ro je c t?
Ma ny o f my sub -q ue stio ns fo r this to p ic re vo lve a ro und d ia lo g ue s in the
c la ssro o m. Ho w d o stud e nts ta lk to o ne a no the r? Ho w d o the y a c c o mp lish a
c o o p e ra tive ta sk? Wha t ro le s d o stud e nts ta ke in p ro je c t wo rk? Ho w d o e s p e rso na lity
a ffe c t ho w stud e nts e xp e rie nc e g ro up wo rk? While I c o uld ha ve ta ke n ma ny d iffe re nt
a p p ro a c he s to this to p ic , I fo c us o n c o mmunic a tio n a s o ne wa y to na rro w the to p ic o f
wha t it me a ns to “ wo rk to g e the r.”
I b e g a n this p ro je c t with se ve ra l g o a ls in mind . Prima rily, I wa nte d to mo re d e e p ly
und e rsta nd the stud e nt e xp e rie nc e o f wo rking to g e the r d uring p ro je c ts. I ha d ho p e d
tha t I wo uld a lso se e :
1) Dialogues evolve
This p ro je c t so ug ht to d o c ume nt stud e nt d ia lo g ue s a s the y d e ve lo p within the
c la ssro o m. I ho p e d to tra c k mo ve me nt in the stud e nts’ c o nve rsa tio ns the mse lve s.
2) Students evolve as cooperative learners
This p ro je c t lo o ke d to a sse ss stud e nt g ro wth in c o o p e ra tive le a rning . This invo lve d
d e ve lo p ing a n und e rsta nd ing o f the ha b its o f d ia lo g ue , suc h a s vo ic e , sp e a king ,
liste ning a nd re sp e c t (Willia ms). I a lso ho p e d tha t the y wo uld e xp e rie nc e mo re c o ntro l
o ve r ho w a nd whe n the y inte ra c t with o the rs in g ro up s.
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3) Student participation and ownership increase
Fina lly, I ho p e d tha t stud e nts wo uld p e rc e ive tha t the y ha d mo re o wne rship in the ir
g ro up p ro je c ts b e c a use o f the ir p a rtic ip a tio n in g ro up d e c isio n-ma king . Pro je c t-b a se d
le a rning c a n b e a n e ffe c tive d e sig n fo r a c la ssro o m, b ut PBL te a c he rs a re c o nsta ntly
c ha lle ng e d to g e t e ve ry stud e nt invo lve d in the ir o wn le a rning . This stud y so ug ht to
id e ntify ho w to use d ia lo g ue a s a wa y o f inc re a sing ind ivid ua l p a rtic ip a tio n in a g ro up
p ro je c t.
Understandings
Ho w do we e xp e rie nc e wo rking to g e the r during a p ro je c t?
My und e rsta nd ing s se c tio n first situa te s this re se a rc h q ue stio n in the b o d y o f
lite ra ture a sso c ia te d with p ro je c t-b a se d le a rning . Ne xt, it mo ve s to c o o p e ra tive
le a rning a nd wha t it me a ns to wo rk a nd ta lk to g e the r. Fina lly, it lo o ks to und e rsta nd the
d iffe re nc e s in c o nve rsa tio na l a nd c o nflic t style s fo r e a c h stud e nt.
Cultures of Project-Based Learning
My q ue stio n is ro o te d in the re la tive ly sho rt histo ry o f p ro je c t-b a se d le a rning (PBL).
The wo rd “ p ro je c t” fo r ma ny p e o p le c o nno te s wo rk tha t is in a d d itio n to the re a l
c urric ulum. In his b o o k, An Ethic o f Exc e lle nc e , Ro n Be rg e r sug g e sts tha t the mo d e l fo r a
typ ic a l p ro je c t is the sc ie nc e fa ir p ro je c t a nd the b o o k p ro je c t. Bo th o f the se a re
intro d uc e d to a c la ssro o m with the instruc tio ns: “ Yo ur p ro je c t is d ue in a mo nth. Go o d
luc k.” The o utc o me o f suc h a lo o se ly ma nd a te d a ssig nme nt is a g re a t d ive rsity o f
q ua lity in the fina l p ro d uc t. So me stud e nts flo urish with the la c k o f d ire c tio n, while o the rs
fa ll ho p e le ssly b e hind . This typ e o f p ro je c t is no t the fo c us o f this re se a rc h. Inste a d , I a m
re fe rring to p ro je c ts tha t a re a lig ne d with the p e d a g o g y o f p ro je c t-b a se d le a rning .
Pro je c t-b a se d le a rning is a c o mp re he nsive instruc tio na l a p p ro a c h to e ng a g e
stud e nts in susta ine d , c o o p e ra tive inve stig a tio n (Bra nsfo rd a nd Ste in, 1993), typ ic a lly
c ha ra c te rize d b y in-d e p th the ma tic stud y tha t inc o rp o ra te s b a sic skills, hig he r o rd e r
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thinking , a nd a p ro d uc t o f e xc e lle nc e whic h is p re se nte d to a p ub lic a ud ie nc e . Be rg e r
g o e s o n to e la b o ra te o n this kind o f p ro je c t b y c la rifying tha t it invo lve s a sse ssme nt
rub ric s, c he c klists, time line s, d ue d a te s a nd c le a r sta nd a rd s whic h ma ke it d iffic ult fo r
a ny stud e nt to fa ll b e hind .
Pro je c ts o ffe r se ve ra l uniq ue b e ne fits (Ho ug hto n-Mifflin, 1998). First, p ro je c ts
a p p ro a c h te a c hing with a re a l-wo rld p ro b le m, a nd o fte n inc o rp o ra te multip le c o nte nt
a re a s to situa te le a rning within a re a listic c o nte xt. Se c o nd , p ro je c ts a llo w stud e nts to
use the ir kno wle d g e in a va rie ty o f d iffe re nt wa ys. Third , p ro je c ts typ ic a lly invo lve
c o lla b o ra tio n a mo ng st stud e nts, te a c he rs, a nd c o mmunity me mb e rs. Fina lly, p ro je c ts
o fte n e nc o ura g e the use o f multip le te c hno lo g ie s, whic h he lp stud e nts b e c o me mo re
a c c usto me d to c o mp ute rs a nd o the r to o ls (Blume nfe ld e t a l., 1991).
De sp ite its ma ny p o te ntia ls, se ve ra l issue s re la ting to PBL ha ve a rise n (Ho ug hto nMifflin, 1998). First, the re is a la c k o f a tte ntio n to ho w to sup p o rt b o th te a c he rs a nd
stud e nts in this inno va tive e d uc a tio na l a p p ro a c h. Blume nfe ld e t. a l. sug g e st tha t
p ro je c ts ma y ha ve b e e n d isse ma te d witho ut e no ug h c o nsid e ra tio n fo r ho w
c o mp lic a te d it c a n b e to mo tiva te stud e nts in d iffic ult wo rk tha t re q uire s d e e p
re fle c tio n. Se c o nd , PBL o fte n ne g le c ts to ta ke into a c c o unt tha t stud e nts e ng a g e in the
p ro je c ts a s no vic e s. Fina lly, PBL d o e s no t p a y suffic ie nt a tte ntio n to the d e ve lo p me nt o f
the c la ssro o m e nviro nme nt. Te a c he rs e mb a rk into PBL witho ut the e xp e ritise re q uire d to
o rg a nize a c o o p e ra tive c ulture in the ir c la ssro o m.
My stud y a tte mp ts to a d d re ss the se issue s, p a rtic ula rly the q ue stio n o f ho w to
d e ve lo p a c ulture whe re stud e nts c a n wo rk a uto no mo usly a nd e ffe c tive ly in g ro up s.
Sla vin write s,
A re la te d ne e d fo r re se a rc h c o nc e rns e ffe c tive use s o f p ro je c t-b a se d le a rning .
Mo st re se a rc h o n c o o p e ra tive le a rning ha s invo lve d the use o f the se me tho d s to
he lp c hild re n ma ste r fa irly we ll-d e fine d skills o r info rma tio n… Ho we ve r, the re is a
g re a t d e a l o f wo rk ye t to b e d o ne to id e ntify e ffe c tive , re p lic a b le me tho d s, to
und e rsta nd the c o nd itio ns ne c e ssa ry fo r suc c e ss in p ro je c t-b a se d le a rning , a nd
to d e ve lo p a mo re p o we rful the o ry a nd ra tio na le to sup p o rt p ro je c t-b a se d
le a rning (Sla vin, 1996).
Sla vin e xp la ins tha t the re is still a ne e d fo r re se a rc h tha t p re se nts c le a r struc ture s to PBL
te a c he rs. This p ro je c t utilize d d iffe re nt struc ture s tha t ma y sp e a k to this ne e d . I
inve stig a te d the wa y b o th stud e nts a nd te a c he rs e xp e rie nc e wo rking to g e the r, a s a
wa y o f und e rsta nd ing p o ssib le c lue s fo r ho w le a rning o c c urs d uring a p ro je c t.
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Working Together, Talking Together
Ta lk is a t the he a rt o f huma n e xiste nc e . It is p e rva sive a nd c e ntra l to huma n
histo ry, in e ve ry se tting o f huma n a ffa irs, a t a ll le ve ls o f so c ie ty, in virtua lly e ve ry
so c ia l c o nte xt (Zimme rma n a nd Bo d e n, 3).
Co o p e ra tive Le a rning
Our c urre nt und e rsta nd ing s o f c o o p e ra tive le a rning tra c e b a c k to two
e d uc a tio na l the o rie s: Pia g e t’ s no tio n o f c o g nitive c o nflic t (1963) a nd Vyg o tsky’ s id e a o f
the so c ia l na ture o f le a rning itse lf (1978).
Pia g e t intro d uc e d the id e a tha t whe n stud e nts wo rk to g e the r, the y te st the ir o wn
p e rsp e c tive s a g a inst the p e rsp e c tive s o f the o the r. This c o nflic t re sults in a n ind ivid ua l
a wa re ne ss, a nd a sub se q ue nt ne g o tia tio n with d iffe ring p e rsp e c tive s, fro m whic h
e me rg e s ne w p e rsp e c tive s a nd und e rsta nd ing s.
Vyg o tsky sug g e sts tha t mo st le a rning ta ke s p la c e o n the so c ia l,
inte rp syc ho lo g ic a l p la ne , ra the r tha n o n the intra p syc ho lo g ic a l p la ne . The re fo re , the
id e a l sta te o f le a rning o c c urs within the zo ne o f p ro xima l d e ve lo p me nt (ZPD). This zo ne
re fe rs to the a re a b e twe e n a le a rne r’ s a c tua l sta te o f d e ve lo p me nt, a nd the le a rning
s/ he c a n a c hie ve thro ug h inte ra c tio ns with his o r he r p e e r g ro up . Fro m the se two
the o rists, d o ze ns o f o the rs id e a s e me rg e a nd we c a ll this c o o p e ra tive le a rning .
Ed uc a to rs sup p o rt the use o f c o o p e ra tive le a rning a s a me a ns to e ffe c tive
e d uc a tio n fo r multip le re a so ns. The mo tiva tio na l p e rsp e c tive la rg e ly fo c use s o n re wa rd
struc ture s und e r whic h ma ny stud e nts o p e ra te . Gro up wo rk c a n b e struc ture d so tha t
no g ro up c a n b e suc c e ssful unle ss a ll stud e nts in the g ro up suc c e e d . This e nc o ura g e s
stud e nts to wo rk to g e the r to a c c o mp lish the g o a l, o ffe ring e nc o ura g e me nt whe n the ir
g ro up me mb e rs suc c e e d , a nd e xp re ssing d isa p p ro va l whe n the ir g ro up me mb e rs d o
no t suc c e e d s. Simila rly, the so c ia l c o he nsio n p e rsp e c tive sug g e sts tha t c o o p e ra tio n
e nc o ura g e s le a rning b e c a use g ro up me mb e rs c a re a b o ut o ne a no the r, a nd wa nt to
se e o ne a no the r suc c e e d (Sla vin, 2). While the se two p e rsp e c tive s d iffe r sig nific a ntly,
truth like ly re sid e s p a rtia lly in b o th.
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In a d d itio n to the mo tiva tio na l the o rie s, c o o p e ra tio n a lso e nha nc e s wha t
stud e nts le a rn b e c a use o f the c o nc e p t o f c o g nitive e la b o ra tio n. “ Re se a rc h in c o g nitive
p syc ho lo g y ha s lo ng he ld tha t if info rma tio n is to b e re ta ine d in me mo ry a nd re la te d to
info rma tio n a lre a d y in me mo ry, the le a rne r must e ng a g e in so me so rt o f c o g nitive
re struc turing , o r e la b o ra tio n, o f the ma te ria l” (Sla vin, 6). Whe n stud e nts wo rk to g e the r,
the y o fte n find the mse lve s imme rse d in c o nve rsa tio ns whe re the y utilize the ir ne w
info rma tio n, a nd he lp to e xp la in it to o the rs in the ir g ro up who ma y strug g le to
und e rsta nd . The e xp la na tio ns he lp b o th the stud e nt who strug g le s, a nd the stud e nt
who e xp la ins.
Wha te ve r the re a so n fo r its e ffic a c y, c o o p e ra tive le a rning he lp s stud e nts
a c hie ve g ro up g o a ls, a nd d e ve lo p und e rsta nd ing . Ro b e rt E. Sla vin fro m Jo hn Ho p kins
Unive rsity p e rfo rme d a re vie w o f 99 stud ie s o f c o o p e ra tive le a rning in e le me nta ry a nd
se c o nd a ry sc ho o ls whic h d e mo nstra te d hig h ra te s o f a c hie ve me nt g a ins. He re p o rts,
“ Of sixty-fo ur stud ie s o f c o o p e ra tive le a rning me tho d s tha t p ro vid e d g ro up re wa rd s
b a se d o n the sum o f g ro up me mb e rs' ind ivid ua l le a rning , fifty (78%) fo und sig nific a ntly
p o sitive e ffe c ts o n a c hie ve me nt, a nd no ne fo und ne g a tive e ffe c ts” (Sla vin, 3). The
the o rie s o f c o o p e ra tive le a rning e nha nc e o ur und e rsta nd ing o f p ro je c t-b a se d le a rning ,
a nd the imp o rta nc e o f a sking stud e nts to wo rk to g e the r to a c hie ve a c o mmo n g o a l.
Dia lo g ue a s Do ing
Dia lo g ue …is a b o ut a sha re d inq uiry, a wa y o f thinking a nd re fle c ting to g e the r. It
is no t so me thing yo u d o to a no the r p e rso n. It is so me thing yo u d o with p e o p le .
(Isa a c s, 9.)
One o f the p urp o se s o f this stud y wa s to fa c ilita te the e vo lutio n o f d ia lo g ue in
c o lla b o ra tive p ro je c ts. Whe n I ta lk a b o ut mo ving thro ug h the fie ld s o f c o nve rsa tio n, I
re fe r to the d e sc rip tio ns p ro vid e d b y Isa a c s in Cha p te r 11, “ Fie ld s o f Co nve rsa tio n.” He
p o stula te s tha t d ia lo g ue s c a n o p e ra te in fo ur p o ssib le fie ld s, a s illustra te d in the
a d ja c e nt ima g e . The se c a te g o rie s p ro vid e a use ful sta rting p o int fo r c o nve rsa tio na l
a na lysis in the c la ssro o m.
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The first fie ld he na me s “ Po lite ne ss.” This fie ld is c ha ra c te rize d b y sha re d
mo no lo g ue s, a nd ro b o tic a lly a c ting a c c o rd ing to g ro up no rms. Pe o p le d o no t fe e l
c o mp le te ly sa fe to e xp re ss wha t the y re a lly think o r fe e l. Stud e nts o fte n o c c up y this
sp a c e a t the b e g inning o f the ye a r o r whe n the y first b e g in a g ro up p ro je c t. At first,
the y fe a r to sa y a nything a t a ll in fro nt o f the ir p e e rs fo r fe a r o f jud g me nt.
The se c o nd fie ld is the “ Bre a kd o wn” whe re p o lite ne ss sta rts to ta ke a b a c k se a t
to d isc ussio n a nd d e b a te . Pe o p le b e g in to sha re p e rsp e c tive s, a ltho ug h no t ne c e ssa rily
the ir o wn. In this sp a c e , the re is “ sid e -ta king ,” a nd a d vo c a c y, b ut it is mo re g e ne ra l a nd
no t p e rso na l. As a p p lie d to the c la ssro o m, in this sp a c e , stud e nts ma y b e g in to a rg ue
with o ne a no the r, a nd “ c ho o se sid e s.” The c o nve rsa tio n shifts to fo c us le ss o n p o lite ne ss,
a nd mo re with who wins a nd lo se s the d e b a te .
Ne xt, the d ia lo g ue c a n mo ve into the third fie ld , “ Inq uiry” whe re re fle c tive
d ia lo g ue e me rg e s. This fie ld is c ha ra c te rize d b y c urio sity, a s p e o p le se e k no t just to
sha re the ir p o int o f vie w, b ut a lso ho w the y a rrive d the re a nd the me a ning it ha s fo r
the m. This fie ld q uite o fte n o c c urs q uic kly, a nd the n stud e nts ha ve the o p p o rtunity to
mo ve into the fina l fie ld o f c o nve rsa tio n, whic h is c a lle d the “ Flo w.” In this fina l fie ld ,
g e ne ra tive d ia lo g ue b e c o me s p o ssib le . Pe o p le b e c o me o p e n to d e e p ly me a ning ful
d ia lo g ue , unc ha rte d te rrito ry, a nd b e g in to c re a te to g e the r so me thing tha t b e lo ng s to
the g ro up a nd no t to the se lf. In this fie ld a s Isa a c s d e sc rib e s it, d ia lo g ue ta ke s o n a n
a lmo st sp iritua l d ime nsio n. It fe e ls like a ma g ic a l p la c e whe re a uthe ntic invo lve me nt
with the “ ne w” b e c o me s p o ssib le .
Re a l d ia lo g ue invo lve s multip le
sta g e s o f d e ve lo p me nt, whe re a s typ ic a l
c o nve rsa tio ns in the c la ssro o m o fte n
re vo lve a ro und te a c he r-g e ne ra te d
d ire c tive s. De we y ha s a n o ft-q uo te d
a p ho rism whic h sa ys, “ The re is a ll the
d iffe re nc e in the wo rld b e twe e n ha ving
so me thing to sa y, a nd ha ving to sa y
so me thing .” In his b o o k Why We Do
Wha t We Do , Ed wa rd L. De c i d isc usse s
Fle we lling | 10
the imp o rta nc e o f p e rso na l c a usa tio n, a s it le a d s to a uthe ntic c o nve rsa tio n. Quo ting
p syc ho lo g ic a l the o re tic ia n, Ric ha rd d e Cha rms, he write s, “ [d e Cha rms] b e lie ve d tha t
the ke y to intrinsic mo tiva tio n is the d e sire to b e the ‘ o rig in’ o f o ne ’ s o wn a c tio n ra the r
tha n a ‘ p a wn’ ma nip ula te d b y e xte rna l fo rc e s” (De c i, 27). Cre a ting a c ulture whe re re a l
d ia lo g ue s o c c ur c a n p ut stud e nts a t the c e nte r o f the ir o wn le a rning , a nd a s the
p rima ry d e sig ne r o f the ir o wn wo rk.
Fre ire a lso ta lks a b o ut d ia lo g ue a s so me thing tha t is, in fa c t, “ c re a tio n” in his
se mina l te xt, Pe d a g o g y o f the Op p re sse d . At the he a rt o f d ia lo g ue , Fre ire a rg ue s, is the
wo rd itse lf. All a uthe ntic wo rd s le a d to tra nsfo rma tio n. He write s, “ Within the wo rd we
find two d ime nsio ns, re fle c tio n a nd a c tio n, in suc h ra d ic a l inte ra c tio n tha t if o ne is
sa c rific e d – e ve n in p a rt – the o the r imme d ia te ly suffe rs. The re is no true wo rd tha t is no t
a t the sa me time a p ra xis” (Fre ire , 87). Fre ire ’ s p hilo so p hie s g re a tly insp ire this p ro je c t,
a nd the p o int o f e ntry in p a rtic ula r in re se a rc hing the stud e nts’ p e rso na l na rra tive s
re g a rd ing the ir wo rking to g e the r in p ro je c ts.
Talk about Talk
This p ro je c t se e ks to no t o nly und e rsta nd the wa ys stud e nts ta lk to o ne a no the r,
b ut a lso the wa y stud e nts e xp e rie nc e g ro up wo rk a s d isc o ve re d thro ug h the c a re ful
a na lysis o f the ir p e rso na l na rra tive s.
The fra me wo rk fo r this p ro je c t c o me s la rg e ly fro m the p hilo so p hie s e sp o use d b y
Fre ire in Cha p te r 3 o f The Pe d a g o g y o f the Op p re sse d . In this c ha p te r, Fre ire p ro p o se s
tha t we must inc lud e the stud e nts the mse lve s a s c o -inve stig a to rs in the re se a rc h. He
write s:
It is no t o ur ro le to sp e a k to the p e o p le a b o ut o ur o wn vie w o f the wo rld , no r to
a tte mp t to imp o se tha t vie w o n the m, b ut ra the r to d ia lo g ue with the p e o p le
a b o ut the ir vie w a nd o urs. We must re a lize tha t the ir vie w o f the wo rld ,
ma nife ste d va rio usly in the ir a c tio n, re fle c ts the ir situa tio n in the wo rld (Fre ire , 96).
In a sking the stud e nts to re p o rt o n the ir c o o p e ra tio n in the ir g ro up s, the y p rima rily sha re
the ir o wn situa tio n o f the wo rld . Alb e it, the ir e xp e rie nc e s within the p ro je c t a re me re ly
o ne slic e o f the ir ho listic situa tio n in the wo rld , b ut if we c a re fully inve stig a te a sma ll
se c tio n, we ma y b e g in to le a rn mo re a b o ut the who le .
Fle we lling | 11
This me tho d o f d a ta c o lle c tio n a lso se rve d a s a n inte rve ntio n. Whe n I a sk the
stud e nts to re p o rt o n the ir c o o p e ra tio n, a nd to p a y c a re ful mind to it, I simulta ne o usly
a sk the m to re d ire c t the ir a tte ntio n o nto so me thing tha t is o f utmo st imp o rta nt fo r the ir
p ro je c t wo rk. In De mo c ra c y a nd Ed uc a tio n, De we y d isc usse s the the wa y tha t a d ults
p a rtic ip a te in sha p ing the e nviro nme nt a nd e sta b lishing the c usto ms fo r the yo ung . He
a d mo nishe s e d uc a to rs to re me mb e r, ho we ve r, tha t “ a ll d ire c tio n is b ut re -d ire c tio n; it
shifts the a c tivitie s a lre a d y g o ing o n into a no the r c ha nne l. Unle ss o ne is c o g niza nt o f the
e ne rg ie s whic h a re a lre a d y in o p e ra tio n, o ne 's a tte mp ts a t d ire c tio n will sure ly g o a miss”
(De we y, 31).
My ro le in this p ro je c t wa s to d e sig n the e nviro nme nt a nd b o und a rie s in whic h
the stud e nts inte ra c t, a nd the n a sk the stud e nts to re fle c t o n the e xp e rie nc e . In
e sse nc e , this ta lk p la ys a vita l, tra nsfo rming a c tio n fo r the stud e nts. Fre ire c o ntinue s this
tho ug ht whe n he write s, “ Re fle c tio n up o n situa tio na lity is re fle c tio n a b o ut the ve ry
c o nd itio n o f e xiste nc e : c ritic a l thinking b y me a ns o f whic h p e o p le d isc o ve r e a c h o the r
to b e ‘ in a situa tio n.’ Only a s this situa tio n c e a se s to p re se nt itse lf a s a d e nse ,
e nve lo p ing re a lity o r a to rme nting b lind a lle y, a nd the y c a n c o me to p e rc e ive it a s a n
o b je c tive -p ro b le ma tic situa tio n… Huma nkind e me rg e fro m the ir sub me rsio n a nd
a c q uire the a b ility to inte rve ne in re a lity a s it is unve ile d ” (Fre ire , 109). Fre ire ’ s c o nc e p t o f
c o nsc ie ntiza ç ã o is b e st und e rsto o d a s the d e e p e ning o f the a ttitud e o f a wa re ne ss -e xte nd ing to the “ vo c a tio n” o f “ ma n”: to tra nsfo rm the wo rld a c c o rd ing to his o wn
p urp o se s.
The p o we r o f the wo rd itse lf lie s a t the he a rt o f this re se a rc h p ro je c t. Fre ire c a lls it
“ a n a c t o f c re a tio n” (Fre ire , 88) a nd De we y re fe rs to a ll c o mmunic a tio n a s “ a rt”
(De we y, 6). By a sking the stud e nts to p a rtic ip a te a s c o -inve stig a to rs, I p ut the m a nd
the ir e xp e rie nc e a t the fo re fro nt o f wha t re q uire d e xa mina tio n.
Dialogue as a Democratic Value
The d e ve lo p me nt o f d ia lo g ue in the c la ssro o m is a lso a no the r wa y to b ring
d e mo c ra tic va lue s into the c la ssro o m, a nd re ne w the me a ning o f c itize nship fo r
Fle we lling | 12
stud e nts. Me ie r d isc usse s the ne e d fo r true d e mo c ra tic p ra c tic e s in sc ho o ls in
“ Ed uc a ting fo r Wha t? The Strug g le fo r De mo c ra c y in Ed uc a tio n.” She write s:
And e ve n within o ur sc ho o lho use we d o no t ha ve the time to g a the r a nd d isc uss
o ur p ro fe ssio n a nd o ur sc ho o l's c o lle c tive d e c isio ns to g e the r. Time to ta lk a nd
think is a c ritic a l fa c to r. If yo u wa nt to kno w if a sc ho o l is a d e mo c ra c y, lo o k a t
who ha s the time to think a b o ut the sc ho o l a s a who le , a nd who ha s the time fo r
d isc ussing it? Is the re time to ta lk with the stud e nts, the te a c he r a c ro ss the ha ll, a ll
the te a c he rs, the p a re nts o f stud e nts, a nd e ve n tho se c itize ns, up o n who se
mo ne y a nd vo te the sc ho o l re lie s? My litmus te st a lwa ys c o nsid e rs the e ffe c t o f
the sc ho o l a nd its o rg a niza tio n ha s o n its va rio us c o nstitue nts; a nd the ir se nse o f
p o we r a nd re sp e c t. Do a ll c o nstitue nts think the y ha ve a n imp a c t? The who le life
o f a sc ho o l se nd s vita l me ssa g e s a b o ut p o we r a nd sta tus a nd its c o nne c tio n to
d e c isio n-ma king . (Me ie r, 2009)
The wa ys we ta lk to o ne a no the r, a nd the time we ma ke fo r this c o nve rsa tio n, te ll
stud e nts a g re a t d e a l a b o ut wha t we va lue .
We c a n a lso va lue stud e nts the mse lve s to p a rtic ip a te in the se c o nve rsa tio ns. In
p ursuit o f the e lusive a nswe rs to c o mp lic a te d q ue stio ns, I re lie d o n the stud e nts to
re c o unt the ir o wn e xp e rie nc e . I a ske d tha t the y c o mme nt o n whe re le a rning
ha p p e ne d , a nd ho w. Wha t I fo und d o e s no t p ro vid e a n e a sy a nswe r, b ut ra the r, a
c o mp lic a te d sto ry. It is the vo ic e s o f the stud e nts a nd the ir e xp e rie nc e s tha t I ho p e to
sha re .
Setting
I c o nd uc te d my re se a rc h in o ne untra c ke d 9th g ra d e c la ssro o m a t a p ub lic
c ha rte r sc ho o l in Chula Vista , Ca lifo rnia c a lle d Hig h Te c h Hig h Chula Vista (HTHC V). This
hig h sc ho o l o p e ne d in Fa ll 2007 a s a p a rt o f Hig h Te c h Hig h, a la rg e r o rg a niza tio n tha t
inc lud e s five hig h sc ho o ls a nd thre e mid d le sc ho o ls a nd o ne e le me nta ry sc ho o l
lo c a te d in thre e c o rne rs o f Sa n Die g o Co unty.
Hig h Te c h Hig h Chula Vista , like the o the r Hig h Te c h Hig h sc ho o ls, is b a se d o n
fo ur fund a me nta l va lue s: p e rso na liza tio n, c o mmo n inte lle c tua l missio n, a d ult-wo rld
c o nne c tio n a nd te a c he r a s d e sig ne r. Pe rso na liza tio n is p ro vid e d to stud e nts in se ve ra l
d iffe re nt c o nte xts. The ma ximum c la ss size a t HTHCV is typ ic a lly 28. Ad d itio na lly,
stud e nts ta ke 2-ho ur b lo c k “ c o re c la sse s” whic h c o mb ine Ma th with Sc ie nc e , a nd
So c ia l Sc ie nc e s with Eng lish. Stud e nts a re a ssig ne d to a two -p e rso n inte rd isc ip lina ry
Fle we lling | 13
te a m, a nd the te a m sha re s the sa me 48-56 stud e nts e a c h sc ho o l ye a r. Stud e nts
a d d itio na lly ha ve o ne fa c ulty a d viso r who se rve s a s the ir a d viso r fo r the d ura tio n o f the ir
e d uc a tio na l jo urne y.
Our c o mmo n inte lle c tua l missio n is b a se d o n the e sse ntia l b e lie f tha t o ur hig h
sc ho o l is c o lle g e p re p a ra to ry fo r a ll stud e nts. Stud e nts a re no t tra c ke d a c c o rd ing to
a b ility, b ut a ll a re wo rking o n the sa me p ro je c ts a nd c la ssro o m a ssig nme nts. Pro je c tb a se d le a rning g ive s stud e nts the fle xib ility to a c c e ss the sa me ma te ria l o n a va rie ty o f
d iffe re nt le ve ls, whic h ma ke s it uniq ue ly a b le to a d d re ss d iffe re ntia te d ne e d s in the
sa me c la ssro o m. Fo r e xa mp le , stud e nts ma y wo rk a s a te a m to p ut o n a p la y. This
sing ula r e ve nt invo lve s ma ny ste p s a nd skills. Stud e nts re a d p la ys, write sc e ne s, c o a c h
a c to rs, b uild a nd d e sig n p lo ts, a nd ma rke t the e ve nt to the p ub lic . So me ta sks ma y b e
re q uire d fo r e a c h stud e nt, b ut stud e nts a re g ive n mo re c ho ic e to p la y to the ir stre ng ths
a s ind ivid ua ls. The p ro je c t-infuse d c urric ulum he lp s ma ke e d uc a tio n a c c e ssib le fo r
ma ny kind s o f le a rne rs. Third , a d ult-wo rld c o nne c tio n a tte mp ts to b lur the line s b e twe e n
the “ sc ho o l wo rld ” a nd the “ re a l wo rld .” Pro je c ts re fle c t p ro fe ssio na l wo rk se tting s, a nd
te a c he rs ma ke e ve ry e ffo rt to p ro vid e o utsid e a ud ie nc e s fo r c la ss wo rk, a s we ll a s ho st
g ue st sp e a ke rs to ma ke the le a rning a nd wo rk a s a uthe ntic a s p o ssib le .
Fina lly, te a c he rs a re c e le b ra te d a t HTH sc ho o ls a s the p rima ry d e sig ne r o f the
c urric ulum a nd p ro je c ts a t the sc ho o l. The re sp e c t a nd fle xib ility a ffo rd e d to te a c he rs a t
HTH e na b le s us to re sp o nd c ritic a lly a nd c o o p e ra tive ly with o ur stud e nts, re fining p la ns
a nd le sso ns imme d ia te ly in o rd e r to b e ne fit o ur stud e nts. While this c a n b e a c ha lle ng e ,
the struc ture o f the sc ho o l a lso re q uire s us to c o o p e ra te with o the r te a c he rs re g ula rly,
whic h p ro vid e s muc h ne e d e d sup p o rt a nd a c c o unta b ility. We a lso ha ve the fre e d o m
to c o o p e ra te a c ro ss g ra d e s, a c ro ss d isc ip line s, a nd with c o mmunity p a rtne rs a s the
o p p o rtunity a rise s.
Ad d itio na lly, the c urric ulum a nd a d viso ry p ro g ra m a t HTHC V is la c e d with the
va lue s e mb o d ie d b y the se ve n Ha b its o f the He a rt a nd Mind , d e ve lo p e d a nd a d o p te d
b y the HTHCV sta ff in 2008. The se a re mind fulne ss, c o o p e ra tio n, p e rsp e c tive , e vid e nc e ,
re fine me nt, c o mp a ssio n, a nd p e rse ve ra nc e . The se ha b its he lp stud e nts c re a te
c o nne c tio ns b e twe e n va rio us p ro je c ts tha t the y e nc o unte r thro ug ho ut the ir ye a rs a t
HTHCV b y a c ting a s a c o mmo n thre a d . The se wo rd s c o me up in e nd le ss c o nte xts. Fo r
Fle we lling | 14
e xa mp le , p e rsp e c tive mig ht b e utilize d whe n writing a re se a rc h p a p e r a nd trying to
lo o k a t thing s fro m a histo ric a l p o int o f vie w, while c o uld a lso b e use d in a thre e -vie w
d ra wing use d to d e sig n a lig ht b o x. Mind fulne ss ma y b e utilize d whe n c ra fting a
d e sc rip tive e ssa y o f a na ture se tting , a nd ma y a lso b e use d while o p e ra ting p o we r
to o ls. This la ng ua g e with the ir va rio us sig nific a nc e s he lp stud e nts c o nne c t the ir le a rning
a c ro ss the c urric ulum a nd g ra d e -le ve ls.
HTHCV c urre ntly se rve s a p p ro xima te ly 600 stud e nts. Enro llme nt to HTHCV is b a se d
o n a lo tte ry syste m tha t se e ks to a d mit stud e nts a c c o rd ing to zip c o d e , whic h he lp s to
e nsure tha t o ur stud e nt b o d y is re p re se nta tive o f the g re a te r So uth Ba y a re a . HTHC V is
fa irly re p re se nta tive o f the stud e nt p o p ula tio n in Swe e twa te r Distric t, fro m whic h the
ma jo rity o f o ur stud e nts a p p ly. This is illustra te d in the fo llo wing ta b le :
To ta l
% Asia n
% Bla c k
% White
% Filip ino
% Hisp a nic
Enro lle d
%
% FRL
Othe r
% Sp e c ia l
% ELL
Ed
HTHCV
609
3
7
12
9
68
2
24
8
6
Swe e twa te r
39,668
2
4
10
9
73
2
43
26
CA
1,839,000
8
7
28
3
49
5
51
24
Altho ug h o ur p o p ula tio n is a me re mic ro c o sm, o ur d e mo g ra p hic s ro ug hly mirro r
the p o p ula tio n within Swe e twa te r Unio n Hig h Sc ho o l Distric t. Curre ntly, we se rve 24% FRL
c o mp a re d to 43%. Our Afric a n-Ame ric a n p o p ula tio n is sig nific a ntly hig he r, a t 7%
c o mp a re d to 4%. We ha ve slig htly fe we r Hisp a nic stud e nts. As the sc ho o l ha s g ro wn,
the se numb e rs ha ve b e c o me mo re re p re se nta tive o f the g re a te r d istric t.
The re a re no sp e c ia l c la sse s fo r e ithe r Sp e c ia l Ed uc a tio n o r Eng lish La ng ua g e
Le a rne rs (ELL), a nd e ve ry c la ssro o m ha s full-inc lusio n. We a tte mp t to ma ke
a c c o mmo d a tio ns fo r stud e nts with Ind ivid ua l Ed uc a tio n Pla ns (IEP) while o ffe ring fullyinc lusive c o urse s fo r a ll stud e nts. This usua lly e nta ils d iffe re ntia te d a ssig nme nts b a se d o n
ind ivid ua l ne e d s, with a d d itio na l sup p o rt fo r the stud e nts with the he lp o f o ur a c a d e mic
c o a c he s. In the 9th g ra d e , g e ne ra lly e a c h te a m o f te a c he rs is a ssig ne d o ne a c a d e mic
c o a c h who wo rks a lo ng sid e the stud e nts to a ssist the m with o rg a niza tio n o r d ire c tio ns.
This he lp s o ur stud e nts with sp e c ia l ne e d s g e t a d e q ua te sup p o rt while re ma ining within
the c la ssro o m.
Fle we lling | 15
Methods
Le t us think the unthinka b le , le t us d o the und o a b le , le t us p re p a re to g ra p p le
with the ine ffa b le itse lf, a nd se e if we ma y no t e ff it a fte r a ll. ~ Do ug la s Ad a ms
Data Collection
To c a p ture huma n e xp e rie nc e is a n e no rmo usly d iffic ult ta sk. Ea c h a c tio n o r
ina c tio n, wo rd o r sile nc e , is c a re fully ne g o tia te d thro ug h p a st e xp e rie nc e s,
p re c o nc e ive d no tio ns, c o mp lic a te d jud g me nts, uniq ue p e rso na litie s, a nd d ive rse
c ulture s. My me tho d s a ime d to c a p ture the nua nc e d p e rsp e c tive s o f stud e nts a s the y
wo rke d to g e the r in g ro up p ro je c ts.
1.
Ob se rva tio ns a nd Jo urna ling : I c o nd uc te d c la ssro o m o b se rva tio ns thro ug ho ut
the p ro c e ss o f e a c h p ro je c t d uring the first se me ste r o f the 2010-11 sc ho o l ye a r. I
a ime d to ta ke no te o f the c o nve rsa tio na l suc c e sse s a nd c ha lle ng e s tha t my
stud e nts fa c e d in the mid d le o f the p ro je c t. My jo urna ling fo c use d o n “ c rise s,”
whic h a re p e rio d s o f time whe n the d ia lo g ue is (o r is no t) mo ving o r tra nsitio ning
into a ne w fie ld o f c o nve rsa tio n. Ad d itio na lly, muc h o f my jo urna ling re fle c te d
my o wn e mo tio na l re sp o nse to wo rking with the stud e nts a nd my c o o p e ra ting
te a c he r. The se o b se rva tio ns he lp to c ra ft a n und e rsta nd ing o f the se tting , a nd
a lso re a lly re p re se nt my o wn p e rsp e c tive o f wha t is g o ing o n ho listic a lly within
the c la ssro o m.
2.
Surve y: I c o nd uc te d a Co o p e ra tio n Surve y a t the e nd o f the first se me ste r to g e t
a se nse o f ho w stud e nts p e rc e ive d the ir a b ility to ta lk a nd b e he a rd within o ur
c la ssro o m e nviro nme nt.
3.
Re fle c tio ns: I a ssig ne d se ve ra l re fle c tive writing s to g e t a t my stud e nts’ p a st
e xp e rie nc e with g ro up s, wo rking to g e the r a nd the ro le a nd p urp o se o f sc ho o l in
the ir live s. The se re fle c tive writing s he lp e d me to und e rsta nd the ir b a c kg ro und
c o ming into a p ro je c t-b a se d le a rning e nviro nme nt, a nd he lp se t the to ne fo r the
a c tio n re se a rc h p ro je c t. I a lso a ske d stud e nts to c o mp le te a mo re g e ne ra l,
Fle we lling | 16
writte n re fle c tio n o f the Co mic Bo o k Pro je c t (my fo c us p ro je c t fo r this re se a rc h)
whe n we c o mp le te d it in Fe b rua ry.
4.
Aud io Re c o rd ing : I a ske d the stud e nts to a ud io re c o rd thre e o f the ir
“ c o o p e ra tive mo me nts” tha t o c c urre d in the ir e xp e rie nc e d uring o ur third
p ro je c t o f the ye a r. I a lso re c o rd e d my o wn c o o p e ra tive mo me nts, a ltho ug h
g e ne ra lly c ho se to write a b o ut the m ra the r tha n d ig ita lly re c o rd the m. Stud e nts
use d Aud a c ity, a n a ud io re c o rd ing so ftwa re o n o ur sc ho o l c o mp ute rs. The
stud e nts we re a b le to re c o rd the se mo me nts ind e p e nd e ntly, whic h I ho p e
p re se rve d so me o f the a uthe ntic ity o f the ir p re se nta tio n.
5.
Inte rvie ws: I use d the a ud io re c o rd ing to tra c k “ c rise s” tha t the stud e nts
e xp e rie nc e d in the ir g ro up s. A c risis re fe rs to a mo me nt whe n the d ia lo g ue is, o r is
no t, mo ving thro ug h the c o nve rsa tio na l fie ld s. Fo r e xa mp le , stud e nts e xp e rie nc e
a b re a kthro ug h with the ir p ro je c t id e a , o r e xp e rie nc e sta g na tio n. I the n fo llo we d
up with stud e nts to le a rn mo re a b o ut the situa tio n, a nd to tra c k g ro wth o r
c ha ng e fo r ind ivid ua l stud e nts who we re fa c ing d iffe re nt kind s o f c rise s. I a lso
inte rvie we d my c o o p e ra ting c o lle a g ue , Pa tric k Yuric k (a lso “ Miste r Y” ), a t the
e nd o f the p ro je c t, so I c o uld invo lve his p e rsp e c tive in my find ing s a s we ll.
Data Analysis
Bring ing the d a ta to g e the r wa s muc h like a sse mb ling p ie c e s o f a living p uzzle . I
so ug ht to a lig n the d a ta I c o lle c te d , a nd a rra ng e the va rio us e xp e rie nc e s o n a
sp e c trum. Stud e nts wo rke d with me a s c o -inve stig a to rs, a s I d o c ume nte d the ir id e a s.
1.
Ob se rva tio n a nd Jo urna ling : I use d my o wn o b se rva tio ns a nd jo urna ling to
c re a te a c le a r se tting fo r the c ritic a l mo me nts tha t a ro se in the c la ssro o m. My
o wn e xp e rie nc e with the stud e nts p ro vid e d ne c e ssa ry g ro und wo rk fo r c ra fting
a n a c tio n-p la n tha t wa s ro o te d in the ne e d s o f the c la ssro o m, ra the r tha n b a se d
o n my o wn p ro fe ssio na l a g e nd a . I a lso c ro ss-a na lyze d my re fle c tio ns fro m
wo rking with my c o lle a g ue with the stud e nt re fle c tio ns to c o me to a mo re
Fle we lling | 17
c o he re nt p ic ture o f the the me s tha t a ro se o f d uring g ro up wo rk, b o th fo r
stud e nts a nd a d ults.
2.
Surve y: The surve y re sults he lp e d c re a te so me c a te g o rie s ho w stud e nts like to
le a rn, re so lve c o nflic t, a nd e ng a g e in c o nve rsa tio ns. The se ind ic a to rs he lp e d me
und e rsta nd the a tmo sp he re o f the c la ss a s a who le , whic h p ro vid e d a ne c e ssa ry
c o unte r-b a la nc e a s muc h o f the d a ta re fle c ts ve ry sp e c ific ind ivid ua l
e xp e rie nc e s.
3.
Re fle c tio ns: I a na lyze d the re fle c tio ns fo r c lue s a nd tre nd s re g a rd ing stud e nts
p a st e xp e rie nc e with sc ho o l, le a rning a nd wo rking with o the rs.
4.
Aud io Re c o rd ing s: I tra nsc rib e d the stud e nts’ re c o rd ing s, a nd a na lyze d the se fo r
“ c rise s” in d ia lo g ue . The me s e me rg e d fro m the re c o lle c tio ns, a nd I fo llo we d up
with inte rvie wing se ve ra l stud e nts b a se d o n the ir re c o lle c tio ns.
5.
Inte rvie ws: I tra nsc rib e d e a c h inte rvie w, a nd utilize d the d a ta to c re a te a mo re
c o he re nt und e rsta nd ing o f wha t stud e nts a nd te a c he rs e xp e rie nc e d in the ir
g ro up wo rk. The inte rvie ws a lso c o ntrib ute d to the ta xo no my o f sta te me nts
re g a rd ing stud e nt e xp e rie nc e in g ro up wo rk. Fro m the se inte rvie ws, I lo o ke d fo r
the me s tha t e me rg e d fo r e a c h o f us a s we wo rke d to g e the r in g ro up p ro je c ts.
Fle we lling | 18
Findings
C HAPTER 2: TEACHER-TO -STUDENTC OOPERATION
Why isn't te a c hing wo rking the sa me wa y te a c hing wo rke d la st ye a r?
- Myse lf, fro m a p la nning c o nve rsa tio n with a c o lle a g ue , 11/ 08/ 2010
Co o p e ra tio n is a n e sse ntia l p a rt o f a ny c la ssro o m, e ve n if stud e nts d o no t
e ng a g e with o ne a no the r o n g ro up p ro je c ts. My e xp e rie nc e s thro ug ho ut this p ro je c t
ind ic a te tha t c o o p e ra tio n first o c c urs b e twe e n te a c he r a nd stud e nt. Te a c he rs
g e ne ra lly a sso c ia te the p hra se “ te a c he r c o lla b o ra tio n” with te a c he rs wo rking with
te a c he rs. Ge ne ra lly, we d o no t think o f c o o p e ra tio n a s so me thing tha t o c c urs “ d o wn”
le ve ls o f p o we r. Te a c he rs a re tra d itio na lly e xp e c te d to b e the a nswe r-ho ld e rs, a nd
stud e nts the a nswe r-g a the re rs. Our c urre nt e d uc a tio na l c lima te d o e s no t o fte n
c o nsid e r stud e nt a nd te a c he rs a s e q ua l p a rtne rs in the e d uc a tio na l jo urne y.
Ang e la Cre e se d isc usse s te a c he r c o lla b o ra tio n d iffe re ntly fro m the tra d itio na l
p o int o f vie w. In he r te xt Te a c he r Co lla b o ra tio n a nd Ta lk in Multic ultura l Cla ssro o ms, she
d e sc rib e s te a c he r/ stud e nt inte ra c tio n a s p rima rily d ia lo g ic , o r so c io c ultura l, b o rro wing
fro m Vyg o tsky. She re a so ns tha t this invo lve s e lic iting re le va nt kno wle d g e fro m stud e nts,
re sp o nd ing to the thing s tha t stud e nts sa y, a nd d e sc rib ing the c la ssro o m a s a “ we ,” no t
a te a c he r/ stud e nt d ic ho to my (Cre e se , 68). In e ve ry e d uc a tio na l se tting , te a c he rs must
strive to ta lk no t to , b ut with the ir stud e nts, c o nsid e ring a ll o f the p a rtic ula itie s tha t the ir
uniq ue se t o f stud e nts b ring to the c la ssro o m d a ily.
My re se a rc h p ro je c t insta ntly b e c a me a p ro je c t a b o ut this typ e o f te a c he r-to stud e nt c o lla b o ra tio n. The p ro je c t I ha d o rig ina lly c ra fte d d id no t se e m to “ fit” the
g ro up o f stud e nts tha t I me t whe n I wa lke d into my c la ssro o m in 4th p e rio d tha t Aug ust
d a y. My c la ss o f stud e nts sa t a t the ir ta b le s with a rms fo ld e d a nd e ye s na rro we d . One
o f my stud e nts lite ra lly sa t with his b ind e r he ld up ve rtic a lly, so tha t it fo rme d a b a rrie r
b e twe e n him a nd the re st o f the c la ssro o m. The wa lls tha t the y thre w up with the ir b o d y
la ng ua g e re ve a le d to me tha t this wo uld b e a lo ng jo urne y into a re la tio nship tha t
wo uld ho p e fully o ne d a y b e c o o p e ra tive , ra the r tha n a d ve rsa ria l.
Fle we lling | 19
Pla nning fo r the third p ro je c t o f the ye a r,
the fo c us o f this a c tio n re se a rc h p ro je c t, I
e xp la ine d fra nkly in a c o nve rsa tio n with my
Pa tric k Yuric k, my c o o p e ra ting c o lle a g ue fo r
the Co mic Bo o k Pro je c t, “ I think I'm a t a p la c e
whe re I'm still just b a ffle d b y, why isn't te a c hing
wo rking the sa me wa y te a c hing wo rke d la st
ye a r? And yo u're b a ffle d to o . All o f the
te a c he rs o f this p a rtic ula r c la ss a re
b a ffle d ….And we 're just thro wing sp a g he tti a t
the wa ll to se e wha t wo rks” (11/ 8/ 10).
Pa tric k’ s re c o lle c tio n o f the g ro up wa s a
little d iffe re nt, b ut ma y furthe r illustra te the
e ne rg y o f this p a rtic ula r g ro up o f stud e nts. During a n inte rvie w a fte r the p ro je c t, he
re fle c te d , “ The y just b e ha ve like little kid s. The To o tie Fro o tie s1 a re just little kid s… the y
d o n't kno w ho w to c o ntro l the mse lve s o r c e nso r the mse lve s. It's a lmo st like the y're
sc hizo p hre nic a s a g ro up . I'll sa y like , ‘ ha mb urg e r.’ And I've d o ne this b e fo re . I'll b e like ,
‘ Yo u g uys a re g o nna d o so me thing c ra zy no ma tte r wha t I sa y. And the y're like , ‘ Wha t
d o yo u me a n? ’ And I'll sa y, ‘ Ha mb urg e r.’ And o ne kid 'll b e like , ‘ Fre nc h frie s!’ And the n
the y'll b e like , ‘ I c o uld use so me Fre nc h frie s,’ a nd it's just like , p o p c o rn [a fte r tha t]. And
I'll b e like , ‘ Yo u just p ro ve d my p o int,’ a nd the y're like , ‘ Wha t's a p o int? Wha t a re yo u
ta lking a b o ut? ’ …I a lwa ys d o this e ve ry o nc e in a while just to p ro ve to myse lf tha t it's
no t my fa ult.”
I c o uld ha ve writte n o ff the c la ss a s imma ture , o r just insa ne , b ut I kne w tha t
ne ithe r c o nc lusio n wo uld sup p o rt us mo ving fo rwa rd a s a c o mmunity o f le a rne rs. As I
b e g a n to se nse the a d ve rsa ria l na ture o f the c la ssro o m so lid ifying , I d ug d e e p e r into a
g e nuine und e rsta nd ing o f e a c h ind ivid ua l stud e nt a nd the ir uniq ue histo rie s a nd
p e rsp e c tive s. As I strug g le d to fo rm a wo rking re la tio nship with my stud e nts, it a ffirm e d
the c o nc lusio n: c o o p e ra tio n ha p p e ns first b e twe e n the te a c he r a nd the stud e nt.
Fle we lling | 20
Co o p e ra tio n thro ug h Dia lo g ue
We we re like a n 8th g ra d e c la ssro o m – c ra zy, wild , a nd e ve rywhe re .
- Sha niq ua wa (in a n inte rvie w)
One o f the the me s tha t e me rg e d fro m my wo rk with the stud e nts wa s the no tio n
tha t c o o p e ra tio n o c c urs a lo ng sid e re la tio nship s. Whe n we a tte mp t to wo rk to g e the r
witho ut kno wing o ne a no the r, we ma ke jud g me nts a nd a ssump tio ns. As the re la tio nship
b e g ins to fo rm, we c a n c a ll o ne a no the r b y na me , a nd mo ve into g e nuine
und e rsta nd ing . The b e g inning o f my re se a rc h p ro je c t fo c use d o n my o b se rva tio ns o f
the c la ssro o m, a nd trying to p uzzle o ut little c lue s tha t wo uld he lp me und e rsta nd ho w
we c o uld mo ve fo rwa rd to g e the r.
I o b se rve d tha t the stud e nts fo c use d o n o ne a no the r, the ir p e e rs. Muc h la te r in
the ye a r, d uring o ur inte rvie ws, so me o f the stud e nts p ro vid e d the ir o wn p e rsp e c tive o f
the c la ssro o m. Sha niq ua wa re fle c te d o n ho w the c la ss a nd o ur g ro up p ro je c ts ha ve
c ha ng e d sinc e Se p te mb e r. She sa id , “ I think it's g o ing b e tte r no w. Be fo re we we re still
8th g ra d e rs. We still kind o f a re . But it's no t a s b a d a s b e fo re . Ea rlie r, it wa s so o b a d . It
wa s like , ho rrib le . Yo u wo rke d [the p ro je c t] up with a p a rtne r, b ut yo u we re n't with yo ur
p a rtne r. Yo u we re with o the r p e o p le … [I wa s thinking ,] I wa nt to b e with my frie nd s, like ,
no , d o n't ta ke my frie nd s a wa y.”
Sha niq ua wa ’ s p e rsp e c tive d e sc rib e s wha t I o b se rve d a s a te a c he r a s we ll. She
c o nc lud e d tha t it wa s b e c a use the y we re just “ in tha t p ha se ,” a nd we re a c ting like 8th
g ra d e rs. As the ir te a c he r, I no tic e d tha t the c la ss wa s c o nsta ntly o c c up ie d with c hit
c ha t, c o nve rsa tio ns a b o ut the we e ke nd o r so me thing unre la te d to o ur p ro je c t. The
ro o m fe lt no isy a nd b usy with ra nd o m so und s, ye lling , la ug hing , a nd me a nwhile , the ir
d a y’ s wo rk sa t unfinishe d . I fe lt like I ha d to ye ll, o r sho ut, just to b e he a rd a b o ve the
ra uc o usne ss. Sinc e the y d id no t p rio ritize d o ing the ir c la ss wo rk, so me d a ys I we nt ho me
fro m sc ho o l fe e ling a s tho ug h the y le a rne d no thing a t a ll in my c la ss.
This c ha lle ng e d me a s a n e d uc a to r, b ut I ha d to ma ke a d e c isio n a b o ut ho w to
p ro c e e d . It wo uld ha ve b e te mp ting to write this o ff a s “ imma turity,” b ut if this is me re ly
a p ha se tha t c o me s with a g e , the n whe re d o we g o ? I ho p e d tha t we wo uld b e a b le
to ma ke p ro g re ss thro ug h und e rsta nd ing , ra the r tha n c a sting jud g me nt. I c ho se inste a d
to wo nd e r, wha t is the ir e xp e rie nc e a nd p e rc e p tio n o f sc ho o l? Wha t d o the y ima g ine is
Fle we lling | 21
the ro le o f the te a c he r? Ha ve the y p e rha p s ha d p a rtic ula rly ne g a tive e xp e rie nc e s with
te a c he rs in the p a st? In my e ffo rts to g e t to kno w the stud e nts, p rima rily, I e ng a g e d
with the m in re fle c tive e xe rc ise s tha t a llo we d me to g e t a se nse o f the ir instinc ts re la te d
to sc ho o l, le a rning , the ro le o f the te a c he r a nd the ir p rio r e xp e rie nc e s with wo rking with
the ir c la ssma te s.
In the c o nte xt o f sho rt in-c la ss writing a ssig nme nts, I a ske d the stud e nts to jo urna l
o n e xp e rie nc e p ro mp ts a nd a na lyze d the ir re sp o nse s lo o king fo r c lue s. The first p ro mp t:
Write a b o ut a time whe n yo u le a rne d so me thing .
The re sults we re inte re sting , a nd sug g e st a numb e r o f thing s a b o ut my stud e nts.
First, o nly 16% wro te a b o ut a time whe n the y le a rne d so me thing o n the ir o wn, whe re
84% d e sc rib e d a time whe n the y le a rne d so me thing with so me o ne ’ s he lp . This ma y
sug g e st tha t the ma jo rity o f the stud e nts le a rn inte rp e rso na lly, p e rha p s a sma ll insig ht
into the ir c ha ttine ss a nd no ise le ve l. Se c o nd ly, o nly 29% stud e nts wro te a b o ut a time
whe n the y le a rne d so me thing thro ug h a n institutio n. It se e ms tha t the c la ss
o ve rwhe lming ly re c a lle d le a rning o p p o rtunitie s tha t o c c urre d o utsid e o f sc ho o l,
whe the r a b o ut le a rning ho w to swim, rid e a b ike o r p la y a n instrume nt. This sug g e sts
tha t p e rha p s the stud e nts d o no t a sc rib e a s muc h va lue to sc ho o l le a rning , a s the y d o
to le a rning tha t ha p p e ns o n the ir o wn o r with fa mily.
I wo nd e re d a b o ut my c o nc lusio ns, a nd intro d uc e d a se c o nd writing p ro mp t to
furthe r c la rify the ir p e rc e p tio ns o f the ro le o f te a c he rs, a d ults a nd o ne a no the r. The ne xt
p ro mp t re g a rd e d the p o we r o f wo rd s in the ir life (Ap p e nd ix C). In the first p a rt o f
e xe rc ise , I a ske d the m to g e ne ra te a list o f time s so me o ne ha d sa id so me thing tha t ha d
p o we r with the m.
Think b a c k o ve r yo ur c hild ho o d a nd no w yo ung a d ult ye a rs. Ha s a nyo ne e ve r
sa id so me thing to yo u o r so me thing a b o ut yo u tha t re a lly a ffe c te d yo u? Ma yb e
it wa s so me thing kind o r so me thing re a lly me a n. Ma yb e it ma d e yo u ha p p y, o r
ma yb e it ma d e yo u fe e l hurt? Ma ke a list o f 3 o r mo re situa tio ns.
Afte rwa rd s, the y se le c te d o ne situa tio n to d e sc rib e in g re a te r d e ta il. In the a na lysis, I
wa s a g a in struc k mo re b y the a b se nc e tha n the p re se nc e o f me a ning ful re c o lle c tio ns
o f te a c he rs in the ir live s.
Fo r e xa mp le , Da nny wro te a b o ut a time whe n he re c e ive d a p o sitive me ssa g e
fro m a c o a c h:
Fle we lling | 22
So me thing so me o ne ha s to ld me tha t ha s a ffe c te d me wa s la st ye a r in the
fo o tb a ll b a nq ue t a t the e nd o f the se a o n…My c o a c h to ld me tha t if I ke p t
p la ying fo o tb a ll like I d id in e ig hth g ra d e tha t I c o uld b e c o me a p ro fe ssio na l
fo o tb a ll p la ye r. Afte r ta lking to the Sa int Aug ustine fo o tb a ll c o a c h I wa s a ffe c te d
b e c a use he sa id he wo uld like me to b e o n the te a m. Eve r sinc e he sa id tha t, I
wa s e xc ite d tha t a hig h sc ho o l c o a c h tho ug ht I wo uld b e o ne o f the b e st p la ye rs
a nd tha t g o d me thinking if I ke e p wo rking o n p la ying fo o tb a ll I c o uld g e t a
sc ho la rship to c o lle g e s a nd p la y fo o tb a ll the re .
Like so me o the r stud e nts, Da nny’ s writing re fle c te d a p o sitive me ssa g e tha t he ha d
re c e ive d fro m so me o ne in his life . The me ssa g e re g a rd e d his p e rfo rma nc e in a sp o rt
whic h is ve ry imp o rta nt to him, a nd a lso , imp o rta nt to his future . This writing ma y
ind ic a te tha t the thing tha t Da nny c o nsid e rs mo st imp o rta nt d o e s no t ha ve to d o with
te a c he rs o r sc ho o lwo rk.
Ga b y’ s re fle c tio n wa s a b o ut a ne g a tive c o mme nt tha t she re c e ive d fro m a
c la ssma te in sc ho o l.
Whe n I sta rte d Junio r Hig h in the 2nd we e k fo r my Eng lish c la ss we wro te a
summa ry fo r a sto ry a nd the n switc he d p a p e rs. A g irl e nd e d up g e tting my
p a p e r a nd the first thing she d id wa s ye ll o ut, "OMG this g irl ha s the ne a te st
ha nd writing , wo w wha t a sho w o ff, I b e t she thinks she is the b e st b e c a use o f he r
ha nd writing ." I fe lt ho rrib le . I ha te d my ha nd writing fo r it fo r the lo ng e st time .
He r writing ind ic a te s tha t she c e rta inly ha d p o we rful e xp e rie nc e s fro m wo rd s in sc ho o l,
b ut in this c a se , fro m a ne g a tive me ssa g e se nt fro m a stud e nt. Of 23 re sp o nse s, o nly 3
wro te a b o ut a te a c he r, a nd a ll o f tho se re sp o nse s re fe rre d to a ne g a tive me ssa g e tha t
the y ha d re c e ive d . The o the r re sp o nse s re vo lve d a ro und p e e rs, c o a c he s a nd p a re nts.
Intrig uing ly, no ne o f the stud e nts who wro te a b o ut ne g a tive me ssa g e s fro m the ir
te a c he rs vo lunte e re d to p a rtic ip a te in my stud y.
Arme d with the b e g inning s o f wha t fe lt like und e rsta nd ing , I still wo nd e re d : Ho w
c a n I e sta b lish a mo re ho ne st a nd p e rso na l re la tio nship with my stud e nts? I d e c id e d to
a tte mp t to g e t to kno w e a c h stud e nt, a nd ha ve the m g e t to kno w me to o . Ha rke ning
b a c k to The First Da y o f Sc ho o l, tha t ve ne ra b le te xt b y Ha rry K. Wo ng , I sto o d a t the
d o o r d a ily a nd g re e te d my stud e nts b y na me . I a lso b e g a n to fo c us o n so me thing
se e ming ly unre la te d : the b o o ks the y re a d .
This ye a r, we sta rte d using Ac c e le ra te d Re a d e r a s a me tho d o f a llo wing stud e nts
fre e d o m a nd c ho ic e to se le c t the b o o ks tha t the y re a d . Ac c e le ra te d Re a d e r is a use rfrie nd ly, c o mp ute r-b a se d p ro g ra m tha t a llo ws stud e nts to sig n up a nd se le c t fro m o ve r
Fle we lling | 23
100,000 c o mp re he nsio n q uizze s o n b o o ks. This d e c isio n ste mme d fro m ye a rs o f
wo nd e ring a b o ut ho w to b e st c re a te a c ulture o f re a d ing in my c la ss. I ha ve ha d
stud e nts re fle c t o n wha t ma ke s re a d ing me a ning ful fo r the m, a nd I fo und tha t a lmo st
a ll stud e nts find the mo st me a ning in the b o o ks tha t the y c ho o se to re a d . At the sa me
time , I wa nte d to e nsure a c c o unta b ility a nd b e a b le to mo nito r the ir ind ivid ua l g ro wth.
The re fo re , I o p te d to utlize Ac c e le ra te d Re a d e r to he lp ind ivid ua lize the ir re a d ing
e xp e rie nc e in the c la ssro o m. Afte r stud e nts to o k the STAR Dia g no stic a t the b e g inning
o f the ye a r, I to o k this d a ta to the m p e rso na lly in the fo rm o f “ the b o o k c o nve rsa tio n.” I
so ug ht fo r o p p o rtunitie s in the c la sstime to ta ke a stud e nt ind ivid ua lly into my o ffic e a nd
ta lk a b o ut b o o ks, a nd the ir re a d ing le ve l. Stud e nts wo rke d with me to c ra ft ind ivid ua l
re a d ing g o a ls, a nd a lso id e ntify wa ys o f o ve rc o ming re a d ing c ha lle ng e s.
Eve n tho ug h this p ro c e ss ha d little to d o with my re se a rc h o f the ir g ro up wo rk, I
fo und tha t it e nha nc e d my a b ility to c o o p e ra te with the m a s ind ivid ua ls, a nd thus, a s a
c la ss. The mo re time I fo und to c o nne c t with e a c h stud e nt, the mo re I wa s a b le to se e
the ir ind ivid ua lity, a nd I b e lie ve , the mo re the y we re a b le to se e mine . This wa s the first
ste p in find ing wa ys tha t we c o uld wo rk to g e the r a nd mo ve fo rwa rd to g e the r a s a
le a rning c o mmunity.
De ve lo p ing a n Atmo sp he re o f Trust
I think tha t we 're like a tig ht-knit g ro up , d e sp ite the fa c t tha t mo st o f e a c h o the r a re
wa nting to sta b so me o f e a c h o the r, so me o f us g e t re a lly a nno ye d a t e a c h o the r,
tha t's why yo u he a r a ll this stuff, the jo ke s a nd stuff. But I think we wo uld n't ha ve it
a ny o the r wa y.
- Lo lita (in a n inte rvie w)
As we mo ve d in the d ire c tio n o f c o o p e ra tio n, I so ug ht to wo rk o n the
“ a rc hite c ture o f the invisib le .” Willia m Isa a c s d isc usse s this a tmo sp he re in his te xt,
Dia lo g ue a nd the Art o f Thinking To g e the r. He like ns this a tmo sp he re to wa lking into a
c a the d ra l, a nd the fe e ling o f so me thing imme nse a nd p o we rful. He a rg ue s tha t whe n
we e ng a g e with o ne a no the r in d ia lo g ue , the re , to o , e xists invisib le fie ld s tha t c re a te a
d istinc t a tmo sp he re – “ a q ua lity tha t is d isc e rnib le , tho ug ht no t a lwa ys g la ring ly
o b vio us…The und e rlying fe e ling yo u e xp e rie nc e re la te s to mo re tha n just p hysic a l
a rra ng e me nt o r e ve n the a sso c ia tio ns yo u b ring to e a c h se tting . It is a func tio n o f the
Fle we lling | 24
q ua lity o f e ne rg y, e xp e rie nc e , a nd a live ne ss tha t e a c h se tting g ive s rise to ” (Isa a c s,
234).
This a tmo sp he re is d iffic ult to p ro ve , tho ug h no t te rrib ly d iffic ult to d e sc rib e o r
fe e l. The uniq ue wa y in whic h the To o tie Fro o tie s wo rke d a nd re la te d to g e the r b a ffle d
a ll o f the ir te a c he rs. I a lre a d y a llud e d to the fa c t tha t the y te nd e d to fo c us a lo t o n the
o p inio ns o f the ir p e e rs. In a n inte rvie w with Lo lita , I le a rne d tha t, e sp e c ia lly a t the
b e g inning o f the ye a r, the stud e nts ma d e rud e c o mme nts to o ne a no the r, p ic ke d o n
e a c h o the r, a nd tha t this a ffe c te d wha t stud e nts fo c use d o n d uring c la ss.
She re fle c te d , “ I wa s so c o nc e rne d a b o ut like , e ve rything , b e c a use I tho ug ht
ho w p e o p le wo uld re a c t. But it's like , I'm o nly g o ing to b e with yo u fo r like , two ye a rs, no
o ne c a re s. No w…tha t's re a lly c ha ng e d a b o ut me sinc e the b e g inning o f the ye a r. Like ,
in 8th g ra d e , I ha d a lo t o f frie nd s, b ut I think I wa s just so c o nc e rne d a b o ut the wa y I
lo o k a nd e ve rything , a nd I kno w I still a m, b ut I think tha t no w I'm just like , I just ha ve a
wa ll no w, like , yo u kno w wha t? I d o n't c a re [wha t yo u sa y a b o ut me ].”
As the ir te a c he r, I e xp e rie nc e d this d iffe re ntly. Be c a use ma ny o f the stud e nts
we re so c o nc e rne d with the ir ima g e a nd the ir sta tus with o ne a no the r, ma ny time s it fe lt
like the ir first p rio rity wa s no t the d a ily a g e nd a .
A mo me nt tha t o c c urre d d uring o ur Enjo yme nt Re a d ing time illustra te s this p o int.
On o ne p a rtic ula r e a rly a fte rno o n in Oc to b e r, I no tic e d tha t fo r the first time in my life , I
c o uld fe e l the ir p a rtic ula r sile nc e , a nd it wa s no t g o ld e n like the y sing a b o ut in the so ng .
I wro te ,
During Enjo yme nt Re a d ing , I fe lt the o d d e st fe e ling , a s we a ll sa t in sile nc e . It
wa sn’ t a sile nc e like p e a c e , b ut like hid ing . Eve ry so o fte n, a stud e nt wo uld
Fle we lling | 25
g la nc e up to se e if I wa s wa tc hing , to tha t I wo uld smile , a s if to sa y, Ye s, I kno w
yo u a re c ha tting with o ne a no the r b e hind yo ur o p e n b o o ks. Ye s, I kno w yo u
ha ve a ll d e ve lo p e d a n e la b o ra te no nve rb a l la ng ua g e . The ir sile nc e fe lt sne a ky,
a nd I d e sp ise d the wa y it fe lt o p p re ssive , the wa y I fe lt o p p re ssive , a nd the wa y
we fe e l like a d ve rsa rie s.
I ha d ne ve r e xp e rie nc e d a c la ssro o m tha t se e me d to ha ve a n a g e nd a so fa r re mo ve d
fro m the a g e nd a writte n o n the b o a rd .
Se c o nd a rily, a nd witho ut ma king mo ra l jud g me nts, the re we re a fe w ke y p la ye rs
in the c la ssro o m who a c te d rud e ly to wa rd o the rs. This e le me nt o f the c la ssro o m ma d e
the sp a c e fe e l unsa fe fo r sha ring wo rk o r id e a s. The re a re d o ze ns o f uniq ue e xa mp le s
tha t c o uld illustra te this, b ut I se le c te d two to illustra te ho w q uic kly stud e nts c a me to
jud g me nts o f o ne a no the r while o the rs p ut the mse lve s o n d isp la y. On the d a y we we re
sho wing e a c h o the r ho w to d ra w, o ne stud e nt vo lunte e re d to sho w ho w she d re w e ye s.
As she d re w, a no the r stud e nt c o mme nte d o ffha nd e d ly, “ Why d o e s it lo o k like a
fo o tb a ll? ” Quic kly o the r stud e nts c hime d in, “ Tha t is so rud e !” “ Do n’ t b e me a n!” She
e ra se d he r d ra wing . “ I c a n’ t d ra w,” she e xp la ine d se lf-c o nsc io usly, whe n just a mo me nt
a g o she wa s e a g e r to sho w. She sa t d o wn in he r se a t, d e je c te d .
On a d iffe re nt d a y, the stud e nt who ha d ma d e the fo o tb a ll c o mme nt
vo lunte e re d to sha re his jo urna l a b o ut a time whe n he fe lt tha t his rig hts we re ta ke n
a wa y. He sta rte d re a d ing the first se nte nc e , a nd it wa s a b o ut a time whe n he wa s no t
a llo we d to a tte nd a ra ve tha t he wa nte d to g o to , a to p ic he ha d writte n a b o ut d uring
a p re vio us Quic kWrite . Almo st a s so o n a s he ’ d sta rte d , o ne o f the stud e nts lo ud ly
b lurte d o ut, “ No t this a g a in!” The se mo me nts illustra te the unb rid le d na ture o f the ir
c o mme nts. The re is jud g me nt, a nd it is insta nta ne o us.
Lo lita c o mme nte d o n the rud e ne ss o f the c la ss b y sa ying , “ [It’ s] just like , little
c o mme nts he re a nd the re tha t d o n't ne e d to b e sa id .” Fro m he r p e rsp e c tive , the
na ture o f the c o mme nts wa s mo stly re la te d to b o d y o r g e nd e r issue s. She we nt o n to
sa y tha t, “ It's no t like a n issue e ve ry d a y, b ut the thing is tha t no o ne ha s ste p p e d up …
So me b o ys sa y the se thing s a nd no o the r b o y ha s ste p p e d up to sa y, yo u kno w wha t?
Tha t's re a lly no t c o o l o f yo u to sa y tha t. The y just kind o f la ug h a lo ng .” She a lso
c o mme nte d o n wha t she fe lt like wa s a c o nc e rn tha t the b o ys ha d to b e “ p o we rful”
a nd p ro te c t the ir sta tus in the c la ss. She c o nc lud e d tha t the re a so n why no o ne ste p s
up is b e c a use the y d o n’ t wa nt it to b ring the m d o wn.
Fle we lling | 26
Tha t d a y o f sne a ky sile nc e s, I c o nc lud e d my jo urna lling with the q ue stio n, “ Ho w
c a n I re se a rc h with this c la ss o f stud e nts, whe n c o lle c tive ly, the ir ma in g o a l is to o p p o se
me ? Wha t c a n I d o to c re a te a n a tmo sp he re tha t is sa fe ? ” The se q ue stio ns d ire c te d my
re se a rc h to wa rd s a d e e p e r und e rsta nd ing . I c o ntinue d , “ Rig ht no w, o ur so c ia l c o ntra c t
is no t a g re e a b le . Witho ut a d o ub t, the re se a rc h sta rts he re . If we a re to b e a
c o mmunity o f inq uiry to g e the r, it b e g ins with c re a ting c o nd itio ns fo r the d ia lo g ue to
b e g in. And the ke y p la ye rs ne e d to sup p o rt it. Ma yb e we sta rt with d e c o nstruc ting –
why the se ro le s? ” I c o ntinue d se a rc hing fo r a nswe rs.
As we mo ve d into o ur se c o nd p ro je c t o f the ye a r, I a ssig ne d stud e nts to wo rk in
g ro up s o f 3 o n a va lue d e b a te . The re so lutio n ma tc he d with o ne o f the q ue stio ns I
ho p e d the y wo uld b e g in to re fle c t o n a nd a nswe r: Re so lve d: Tha t individua l rig hts
sho uld b e re stric te d fo r the sa ke o f the g e ne ra l we lfa re . The stud e nts we re ro ug hly
p a rtne re d a c c o rd ing to p re fe re nc e s, o f who the y d id a nd d id no t wa nt to with.
Ge ne ra lly, the stud e nts d id no t ind ic a te a nyo ne tha t the y d id no t wa nt to wo rk with.
This ma y ind ic a te tha t the stud e nts like d o ne a no the r we ll e no ug h, o r tha t the y we re
no t e ng a g e d e no ug h to fe e l inve ste d in tha t d e c isio n.
I intro d uc e d a struc ture fo r the first time tha t the y me t with the ir p a rtne rs. In o rd e r
to c re a te a sa fe sp a c e fo r the m to sp e a k a nd b e he a rd , I a ske d the m to jo urna l first
a nd c o lle c t the ir tho ug hts. The first p ro mp t fo r jo urna ling wa s: Wha t a re yo ur stre ng ths a s
a p e rso n/stude nt? Wha t a re 1-2 g o a ls fo r this p ro je c t? Wha t is o ne o f yo ur trig g e rs? I
a ske d the se thre e q ue stio ns b e c a use I tho ug ht it wa s fa ir tha t the y sha re no t o nly wha t
up se ts the m, b ut a lso so me thing tha t the y tho ug ht wa s a n a sse t a b o ut the mse lve s. Fo r
the sha ring , I ha d the stud e nts using a re la tive ly struc ture d p ro to c o l whe re the y sp e a k
a nd a re he a rd . I a ske d the stud e nts to c o ntrib ute to the p ro to c o l b y a sking the m,
“ Wha t le ts yo u kno w yo u a re he a rd ? ” o r “ Ho w wo uld yo u like to b e he a rd ? ”
Be fo re the y b e g a n jo urna ling , we a lso d isc usse d to g e the r the me a ning o f a
“ trig g e r.” The wo rking d e finitio n fo r this is so me thing tha t ma ke s yo u “ g o o ff” (like a
b ulle t) o r shut d o wn. During o ur d isc ussio n, so me o f the trig g e rs the y me ntio ne d we re
p e o p le ig no ring yo u, ta lking b e hind yo ur b a c k, me a n lo o ks, p e o p le no t ta king yo u
se rio usly, le a ving the g ro up to ta lk to o the r p e o p le , a nd shutting d o wn the c o nve rsa tio n
with sa rc a sm o r “ wha te ve r.” Afte r this, the re we re a lo t mo re ha nd s in the a ir.
Fle we lling | 27
I a na lyze d the jo urna ls b y ta g g ing ke y line s, o r wo rd s. I wa s a b le to b re a k it d o wn
into 6 c a te g o rie s. Fig ure 1 illustra te s the na ture o f the ir re sp o nse s. 23 stud e nts re sp o nd e d
o ve ra ll.
Figure 1 - Triggers
The ma jo rity o f the c la ss wro te a b o ut ho w the y d o n’ t like it whe n the y a re n’ t
ta ke n se rio usly, o r whe n the y a re n’ t liste ne d to . And I wo nd e re d , d o e s it ma ke the m
shut d o wn, o r g e t ma d ? I wa s p re tty surp rise d to find tha t o f 23 re sp o nse s, 17 ha d
writte n tha t o ne o f the ir trig g e rs wa s b e ing ig no re d . Se ve n stud e nts ha d writte n
sp e c ific a lly tha t no t b e ing ta ke n se rio usly is a trig g e r.
I sta rte d to think a b o ut the c la ss a s a c o lle c tive – he re a re p e o p le who se e m no t
ta ke o ne a no the r, o r the ir wo rk, se rio usly. And who , whe n the y sp e a k, o fte n g e t shut
d o wn – like whe n a stud e nt vo lunte e re d to d ra w, o r to sha re his writing . The se situa tio ns
re la te d to the ir trig g e rs, the ve ry thing tha t the y re p o rt c a use s the m to shut d o wn, o r g e t
up se t. I sta rte d to se e p o ssib le c o nne c tio ns. Of c o urse , this d a ta d o e sn’ t a nswe r the
q ue stio n c o mp le te ly, a b o ut ho w to so lve it, b ut it sug g e ste d tha t p a rt o f the c ra zine ss o f
the c la ss ha s to d o with the ir trig g e rs a nd no t just with the ir ma turity le ve l. Arme d with
this info rma tio n, I wo nd e re d , ho w d o we c ultiva te a ne w sp irit he re whe re p e o p le fe e l
c o mfo rta b le to b e se rio us a nd to ta ke o the rs se rio usly, to o ?
My ne xt a c tio n wa s to intro d uc e d iffe re nt struc ture s tha t sup p o rte d e q uity fo r a ll
stud e nt vo ic e s. The se ra ng e d fro m b a sic turn-ta king to the use o f a “ ta lking stic k” to
p a ss a ro und ind ic a ting who ne e d e d to sp e a k. We a lso e nfo rc e d p ro to c o ls d e sig ne d to
Fle we lling | 28
e nsure tha t a ll stud e nts ha d the o p p o rtunity to sp e a k a nd c o ntrib ute to the d e sig n o f
the p ro je c t. On d iffe re nt d a ys, we e nc o ura g e d c o mmunic a tio n thro ug h te c hno lo g ic a l
me d iums, suc h a s a sking the stud e nts to c ha t with e a c h o the r via Go o g le Cha t o r in
the ir Go o g le Do c .
As we e nte re d into the Co mic Bo o k Pro je c t, Pa tric k Yuric k a nd I a lso wo rke d to
d e ve lo p no rms tha t wo uld sup p o rt stud e nts fe e ling sa fe whe n the y ta lke d a b o ut ite ms
tha t ha d g re a t g ra vity (le a rning d iffe re nc e s o r d isa b ilitie s). On the first d a y o f the
p ro je c t, we intro d uc e d the sha re d no rms in my c la ssro o m, whe re the y ha d no t
p re vio usly b e e n in e ffe c t. The se no rms a re simp ly: first, d o no t sp e a k whe n o the rs a re
sp e a king , b e c a use we wa nt to sho w re sp e c t; se c o nd , no c o mme nts, b e c a use
c o mme nts a re jud g me nt; a nd fina lly, sha re se rio usly so tha t o the rs c a n ta ke yo u
se rio usly. Eve ry d a y tha t we e ng a g e d in d isc ussio ns, we wo uld sta rt the c la ss b y
re vie wing the se no rms. I wo uld a sk a stud e nt to vo lunte e r to re me mb e r a lo ud o ne o f
the rule s, a s we ll a s the re a so n why we va lue it to g e the r in o ur c la ssro o m.
At the e nd o f the se me ste r, a s stud e nts we re e ng a g e d in d e e p re fle c tio n a b o ut
the ir le a rning d uring the ye a r so fa r, I a ske d the stud e nts to p a rtic ip a te in a c o o p e ra tio n
surve y (Ap p e nd ix F). Enc o ura g ing ly, I fo und tha t the va st ma jo rity o f the stud e nts d id
fe e l like the y ha d o p p o rtunitie s to “ sa y wha t the y wa nte d to sa y” in the ir sma ll g ro up s
a nd in the c la ssro o m in g e ne ra l. Eve ry sing le stud e nt fe lt tha t the y ha d g ro wn in
c o o p e ra tio n a t le a st a little b it, a nd e ve ry sing le stud e nt fe lt tha t the y a t le a st
so me time s ha d a n o p p o rtunity to sa y wha t the y wa nte d to sa y.
Also fro m this surve y, I fo und tha t stud e nts o ve rwhe lming ly fe lt c o mfo rta b le
wo rking in sma ll g ro up s. Out o f 27 stud e nt re sp o nse s, o nly o ne stud e nt so me wha t
d isa g re e d tha t the y fe lt c o mfo rta b le wo rking with the ir c la ssma te s. Also wo rth no ting is
tha t 23 o ut o f 27 stud e nts a g re e d tha t the y fe lt he a rd whe n the y wo rke d with the ir
c la ssma te s in sma ll g ro up s.
Fle we lling | 29
Figure 2 – The Cooperation Survey
Figure 3 - The Cooperation Survey
Eve n a s I c o ntinue d to mo ve thro ug h the se me ste r with this c la ss o f stud e nts,
the re we re ma ny d a ys whe re stud e nts wo uld sp e a k a nd b e shut d o wn b y o the rs.
Ho we ve r, a s the Co mic Bo o k Pro je c t c o nc lud e d , Lo lita c a me in a nd ma d e a c o mme nt
to the e ffe c t o f, “ Ms. Ka y, I just wa nte d to tha nk yo u fo r ta king the time to sta y la te a nd
he lp us a t the la st minute . All o f yo ur little sp e e c he s we d o n’ t re a lly liste n to , b ut re a lly,
tha nk yo u fo r the m, a nd sinc e d o ing this p ro je c t, I re a lly fe e l like we b e c a me a fa mily.”
Fle we lling | 30
He r o b se rva tio n me a nt a lo t to me , e sp e c ia lly c o ming fro m this yo ung wo ma n,
who c a n b e lo ud a nd o b no xio us, a nd ne g a tive . Just o ne we e k e a rlie r, a fte r le a rning
tha t I ha d shifte d a d e a d line to b e a d a y e a rlie r, she ha d b lurte d o ut, “ No t to b e me a n,
b ut why a re yo u sa ying to ta ke o ur time a nd the n mo ving the d e a d line ? ”—a q ue stio n
tha t ig nite d o the r ke yp la ye rs in the re st o f the c la ss to sho ut je e rs o f sup p o rt fo r he r a nd
e xp re ss the ir d isa p p ro va l fo r the te a c he r’ s d e c isio n.
Thro ug ho ut the Co mic Bo o k Pro je c t, I ha ve re a lly shifte d my o wn p e rsp e c tive o f
the stud e nts. Ea c h a nd e ve ry stud e nt wo rke d ha rd to a c c o mp lish this p ro je c t. And
while the y d id n’ t wo rk ha rd e a c h a nd e ve ry d a y, a t the e nd o f the p ro je c t, the y a ll
sta ye d until la te ho urs a fte r sc ho o l, g e tting finishe d , he lp ing e a c h o the r, c e le b ra ting
e a c h o the r. It wa s no t e a sy, b ut we d id so me thing to g e the r, a nd this sp e a ks to the fa c t
tha t a n invisib le a rc hite c ture ha d b e e n c re a te d , so me ho w, thro ug h a ll o f o ur a rb itra ry
d e c isio ns a nd “ little sp e e c he s” to e nc o ura g e wo rking to g e the r a s a “ we ” .
Co o p e ra tio n thro ug h Pe rso na liza tio n
I lo ve stic ke rs. The y a re ve ry mo tiva ting . I’ m just like , o h, I d o n’ t wa nt it to b e la te .
- Pa nc hita
The fina l the me tha t e me rg e d fro m my wo rk with the stud e nts wa s tha t
d e ve lo p ing a c o o p e ra tive sp irit b e twe e n us re lie d he a vily o n my a b ility to p e rso na lize
my a p p ro a c h in the c la ssro o m. By “ p e rso na liza tio n” , I re fe r to the re c o g nitio n tha t e a c h
stud e nt b ring s with the m into the c la ssro o m c e rta in e xp e rie nc e s, influe nc e d b y the ir
c ulture a nd p e rso na lity. In o rd e r to te a c h to the stud e nts, I must a lso te a c h with the m.
In d e ve lo p ing struc ture s to sup p o rt g ro up wo rk, we a s te a c he rs o fte n intro d uc e
p ro to c o ls to g e t a t the d e sire d re sult. We wa nt finishe d g ro up p ro je c ts. We wa nt the
c la ssro o m to fe e l ma na g e d . Ofte n in the se me c ha nize d mo ve me nts, we ne g le c t to g o
thro ug h the a rd uo us p ro c e ss o f a c tua lly g e tting to kno w the stud e nts.
Bra nsfo rd , in Le a rning thro ug h Unde rsta nding , write s sig nific a ntly a b o ut the shift
tha t is o c c urring in e d uc a tio n to d a y tha t re q uire s te a c he rs to p ro vid e a mo re
p e rso na lize d e xp e rie nc e . In the e a rly 1900s, e d uc a tio na l institutio ns we re mo d e le d a fte r
fa c to rie s. The g o a l wa s fo r the te a c he rs to p ro c e ss the ra w ma te ria l (the stud e nts) in
o rd e r to re a c h a n e nd p ro je c t, e d uc a te d c itize ns. In this c e ntury, ho we ve r, the
Fle we lling | 31
p a ra d ig m is shifting . Info rma tio n is p le ntiful, a nd stud e nts must b e ta ug ht ho w to wo rk
with the info rma tio n, ra the r tha n just me mo rizing fa c ts (Bra nsfo rd , 132).
The ke y to wo rking with info rma tio n is p e rso na liza tio n, o r d e ve lo p ing a “ le a rne rc e nte re d e nviro nme nt.” Bra nsfo rd g o e s o n to d e sc rib e this typ e o f c la ssro o m whe n he
write s:
Ove ra ll, le a rne r-c e nte re d e nviro nme nts inc lud e te a c he rs who a re a wa re tha t
le a rne rs c o nstruc t the ir o wn me a ning s, b e g inning with the b e lie fs,
und e rsta nd ing s, a nd c ultura l p ra c tic e the y b ring to the c la ssro o m…. The
te a c he rs a tte mp t to g e t a se nse o f wha t stud e nts kno w a nd c a n d o a s we ll a s
the ir inte re st a nd p a ssio ns – wha t e a c h stud e nt kno ws, c a re s a b o ut, is a b le to d o ,
a nd wa nts to d o . Ac c o mp lishe d te a c he rs “ g ive le a rne rs re a so n,” b y re sp e c ting
a nd und e rsta nd ing le a rne rs’ p rio r e xp e rie nc e a nd und e rsta nd ing s, a ssuming tha t
the se c a n se rve a s a fo und a tio n o n whic h to b uild b rid g e s to ne w
und e rsta nd ing s (Bra nsfo rd , 136).
As I strug g le d thro ug h the b e g inning o f this re se a rc h p ro je c t, I fo und tha t
p e rso na liza tio n wa s e sse ntia l to c o o p e ra ting with stud e nts. I no t o nly ha d to id e ntify the
intric a c ie s o f e a c h stud e nt, b ut I a lso ha d to a llo w tha t to influe nc e the d e sig n o f the
p ro je c ts a nd the wa y the stud e nts a c c e sse d the ir info rma tio n.
Ea rly o n in the Co mic Bo o k Pro je c t, I e xp lo re d the d iffe re nt fe e ling s o f my
c la ssro o m thro ug h a va rie ty o f wa ys. My c la ssro o m o b se rva tio ns re ve a le d sig nific a ntly
lo w p ro d uc tivity. While p ro d uc tivity d o e s no t a uto ma tic a lly e q ua l suc c e ss, I strug g le d to
und e rsta nd ho w we c o uld a c c o mp lish so me thing to g e the r if the stud e nts d id no t va lue
the wo rk tha t the y ne e d e d to a c c o mp lish. Ea c h d a y, Pa tric k a nd I re q uire d the m to
c o mp le te a ne w d ra ft, b ut within a fe w d a ys, ma ny g ro up s fe ll b e hind . We re a c he d a
p la c e in the p ro je c t whe re it wa s time to mo ve fo rwa rd , a nd I d id n’ t kno w wha t to d o .
At the e nd o f a c la ss p e rio d , the c la ss wo uld so und lo ud a nd d iso rg a nize d . Stud e nts
wo uld b e wa lking a ro und the c la ssro o m, o r wo rse – ye lling a c ro ss it. In sp e a king with
Pa tric k, the se o b se rva tio ns b e c a me mo re p uzzling , b e c a use the ir wo rking b e ha vio r wa s
d iffe re nt in his c la ss. Eve n tho ug h he a g re e d tha t the y c a n a c t like c hild re n, the y still
ma na g e d to finish the d a y’ s wo rk a nd mo ve fo rwa rd with e a c h ste p o f the ir p ro je c ts.
To und e rsta nd my stud e nts furthe r, I a lso c o nd uc te d Ste rnb e rg ’ s le a rning style s
q uiz with the m. The ma jo rity o f stud e nts sc o re d a s c re a tive le a rne rs, b ut a ll b ut 3
stud e nts sc o re d ve ry hig hly (6 o r a b o ve o ut o f 10) o n p ra c tic a l le a rning . This me a ns tha t
Fle we lling | 32
the y like d to d o ha nd s-o n a c tivitie s, wo rk in g ro up s, a nd find a p p lic a tio n p o ints fo r the ir
le a rning .
Figure 4 - Sternberg’s Learning Style Survey
The p ie c ha rts g ra p hic a lly illustra te the numb e r o f stud e nts who sc o re hig hly a s
p ra c tic a l le a rne rs. Mo st striking is ve ry lo w p e rc e nta g e o f stud e nts who sc o re “ le a std o mina nt” in p ra c tic a l (2 o ut o f 25 stud e nts). In re fle c ting o n this d a ta , I wo nd e re d with
Miste r Y, wha t c o uld I d o to sup p o rt the p ro d uc tivity o f a ll stud e nts, a nd ta ilo r my
c la ssro o m to the ir ind ivid ua l ne e d s a s p re d o mina ntly p ra c tic a l le a rne rs?
I le a rne d a lo t fro m Miste r Y a b o ut ho w he struc ture d his c la ssro o m to e nsure tha t
stud e nts und e rsto o d the c ha lle ng e o f the d a y, a nd a lso ho w to finish the ir wo rk. He
Fle we lling | 33
he lp e d me imp le me nt so me ne w struc ture s in my c la ssro o m to he lp c re a te mo re c le a r
b o und a rie s a nd c he c kp o ints fo r the stud e nts. First, I b e g a n using the sa me stic ke r c ha rt
tha t Miste r Y use d in his c la ssro o m. This c ha rt b a sic a lly ha s a c o lumn fo r e a c h stud e nt,
a nd b o xe s tha t c o rre la te to sp e c ific a ssig nme nts. A ta b le o f c o nte nts p o ste r is a ffixe d to
the sid e o f the se p o ste rs, a nd the y a re a ll p ub lic a lly vie wa b le o n the wa ll b y my d o o r. In
o rd e r to g e t a stic ke r, stud e nts a re g ive n c le a r instruc tio ns in the ir e ma ils, a nd the y must
sho w me the ir wo rk d uring the c la ss p e rio d in o rd e r to g e t a stic ke r. If the y a re la te , the y
c a n o nly g e t a c he c kma rk. If the y a re two o r mo re d a ys la te , the y c a n o nly g e t a n X.
Figure 5 ‐ Sticker Chart
Figure 6 – Blog and Assignment Item List
Fle we lling | 34
The first d a y tha t I imp le me nte d this stra te g y, it ma d e a n e no rmo us d iffe re nc e in
the fe e ling o f the c la ssro o m. Typ ic a lly, a t the e nd o f the d a y, the stud e nts wo uld b e
b o unc ing o ff the wa lls a nd the ma jo rity o f the m we re c o mp le te ly d e ta c he d fro m the ir
wo rk. With the stic ke r c ha rt, I fo und tha t fifte e n minute s b e fo re the e nd o f the c la ss,
the re wa s a visib le b ustle fro m stud e nts. Mo re stud e nts wo uld c o me up to me with the ir
c o mp ute rs in to w a nd sho w me the ir wo rk. If it d id no t me e t with a p p ro va l, stud e nts
wo uld g ro a n o r c o mp la in, b ut wo uld rush b a c k to the ir ta b le s to fix wha te ve r ne e d e d
fixing b e fo re hurrying b a c k to sho w me .
To d ire c t the ir wo rk o n a mo re “ b ig p ic ture ” p e rsp e c tive , I a lso sta rte d
d e ve lo p ing ind ivid ua l a ssig nme nt c he c klists. This wa s a simp le she e t o f p a p e r with a ll o f
the a ssig nme nts fo r the p ro je c t a nd a little b o x ne xt to e a c h a ssig nme nt. Stud e nts who
tra d itio na lly wo uld sp e nd the ir c la sstime b o unc ing o ff the wa ll wo uld inste a d sit q uie tly
with the ir c he c klist, ra ise the ir ha nd , a nd sho w me the ir wo rk a nd a sk, “ Is this tha t? ” The y
utilize d the c he c klist a s a visua l to o l to te ll the m if the y ha d finishe d , o r no t.
The se we re g re a t stra te g ie s fo r my stud e nts, b ut the p o int is no t in the stra te g y.
The re a l ke y to a ll o f this is tha t I strug g le d to te a c h this p a rtic ula r c la ssro o m. The e nd o f
the d a y fe lt d iso rg a nize d a nd c o nfuse d , a nd it wa sn’ t b e c a use the stud e nts we re la zy
o r b a d , e ve n tho ug h the ir b e ha vio rs we re no t fa vo ra b le . It wo uld ha ve b e e n e a sy to
write the m o ff a s inc a p a b le , b ut tha t wa sn’ t the re a l sto ry. Eve ry ye a r, I ha ve a d iffe re nt
g ro up o f stud e nts, a nd I must le a rn the m b e fo re I c a n te a c h the m. This ye a r, I stre tc he d
to g ro w a s a p ra c tic a l le a rne r myse lf, so tha t I c o uld p ro vid e my stud e nts with the
sp e c ific sup p o rts the y ne e d e d to sta y fo c use d o n the b ig p ic ture a nd suc c e ssful with
the ir wo rk.
Fle we lling | 35
C HAPTER 3: MOMENTS & THEMES
Altho ug h my re se a rc h uno ffic ia lly b e g a n a s so o n a s the stud e nts wa lke d in the
c la ssro o m o n the first d a y o f sc ho o l, the ma jo rity o f my d a ta re vo lve s a ro und a sing le
p ro je c t tha t I d e sig ne d c o lla b o ra tive ly with Pa tric k Yuric k, the multime d ia te a c he r a t
o ur sc ho o l. My re se a rc h to o k o n a ve ry p e rso na l na ture a s I we nt b e yo nd me re ly
o b se rving g ro up wo rk a mo ng st my stud e nts, a nd a s I to o p a rtic ip a te d in c o lla b o ra tio n
with a c o lle a g ue . I b e lie ve tha t my ro le in the c la ssro o m is a s a n e q ua l p a rtic ip a nt, so it
fe lt na tura l fo r me to a lso find myse lf g ra p p ling with the sa me the me s my stud e nts
fa c e d in the ir wo rk.
Thro ug ho ut the p ro c e ss, stud e nts re fle c te d o n c o o p e ra tio n in the fo rm o f
c o o p e ra tive mo me nt re c o rd ing s. Fro m the se re c o rd ing s, the the me s o f the a c tio n
re se a rc h p ro je c t e me rg e d . I se le c te d se ve ra l stud e nts to inte rvie w a fte r the p ro je c t, to
c la rify the mo me nts the y d isc usse d a nd to a tte mp t to c a p ture the ir e xp e rie nc e with the
p ro je c t. Ma ny o f the mo me nts tha t I inc lud e a b o ut the stud e nts c o me fro m the
stud e nts’ p e rsp e c tive s. Thro ug h my inte rvie ws, I ha d the o p p o rtunity to p ull b a c k the
c urta in o n the ir e xp e rie nc e s, a nd I ha ve trie d to le t the ir vo ic e s sp e a k lo ud ly, a lo ng sid e
my o wn e xp e rie nc e with the c la ssro o m a nd my jo urna lling a b o ut c o o p e ra tio n.
Co mic Bo o k Pro je c t: An Ove rvie w
It wa s the third mo nth o f the sc ho o lye a r whe n we b e g a n the Co mic Bo o k
Pro je c t. On the first d a y o f the p ro je c t la unc h, Pa tric k a nd I a nno unc e d the b a sic
o b je c tive s: first, e ve ryo ne is a n a rtist a nd e a c h p e rso n will d o a p a g e o f a rtwo rk;
se c o nd , this c o mic is o b vio usly a n e d uc a tio na l to o l a b o ut le a rning d iffe re nc e s; fina lly,
o ur wo rk will b e c o lle c te d a nd e xhib ite d a t Co mic -Co n, if it me e ts the sta nd a rd o f
p ro fe ssio na l q ua lity. We b e g a n with the b ig p ic ture , a nd the n d a ily, p ro vid e d mo re
info rma tio n a b o ut wha t the stud e nts ne e d e d to kno w.
The p a ra me te rs we se t up fo r the p ro je c t re q uire d tha t e a c h stud e nt wa s
re sp o nsib le fo r d e sig ning d iffe re nt a sp e c ts o f the ir mini-c o mic . Ea c h p e rso n ne e d e d to
write the sc rip t fo r o ne o f the p a ne ls p e r p a g e , a nd ultima te ly, e a c h p e rso n wo uld
Fle we lling | 36
c o mp le te the a rtwo rk fo r o ne e ntire p a g e , to o . We wa nte d the e a c h o f the stud e nts to
b e intima te ly c o nne c te d to the d e sig n o f the e ntire mini-c o mic , so tha t no sing le p e rso n
d o mina te d the c re a tive p ro c e ss.
Fo r the first d ra ft, stud e nts fo llo we d a sc rip t-writing p ro to c o l tha t ha d e a c h
p e rso n re sp o nsib le fo r a numb e r, a nd the y to o k turns g iving id e a s fo r e a c h o f the five
p a ne ls o f the p a g e . The p e rso n re sp o nsib le fo r tha t p a ne l wo uld p re se nt his o r he r id e a s,
the g ro up wo uld ha ve a little time to o ffe r fe e d b a c k, a nd the n the p e rso n wo uld ma ke
a d e c isio n. The y to o k turns in this fa shio n to c re a te the first d ra ft o f the ir c o mic . (Se e
Ap p e nd ix G )
During the a rt p ha se , we ha d the m fo llo w a simila r p ro to c o l fo r d e sig ning the ir
c ha ra c te rs. Ea c h a rtist c re a te d a n o rig ina l ske tc h o f his o r he r id e a fo r the c ha ra c te r.
The n the y to o k turns se le c ting o ne d isting uishing fe a ture fro m e a c h ske tc h a nd
c o mb ining a ll o f the fe a ture s to c re a te a c ha ra c te r in c o mmo n. At the e nd o f the
p ro to c o l, stud e nts wo rke d to g e the r to c o mp le te Cha ra c te r De sig n Wo rkshe e ts fo r e a c h
o f the ir c ha ra c te rs, striving to ma ke the ir ve rsio ns o f the ma in c ha ra c te rs lo o k a s simila r
to o ne a no the r a s p o ssib le . (Se e Ap p e nd ix H)
Figure 7
We intro d uc e d ma ny p ro fe sso ina l sta nd a rd s fo r the ir p a g e s, inc lud ing re q uiring
stud e nts to d ra w d iffe re nt sho ts fo r the ir c o mic p a ne ls, suc h a s mid -sho t a nd full-b o d y
sho ts. While the stud e nts d e ve lo p e d the ir ske tc he s, we a lso invo lve d o ld e r a nd mo re
Fle we lling | 37
e xp e rie nc e d c o mic b o o k d e sig ne rs fro m o ur sc ho o l’ s Gra p hic No ve l Pro je c t (G NP).
Ea c h g ro up o f 9th g ra d e rs p e rio d ic a lly wo uld se nd the ir wo rk-in-p ro g re ss to the ir me nto r
to re c e ive fe e d b a c k a nd sug g e stio ns. Pa tric k se rve s a s the a d vise r fo r the GNP, a nd he
p rima rily wo rke d with the se stud e nts in so lic iting the ir fe e d b a c k a nd inp ut o n the c o mic
d e sig n p ro c e ss.
Figure 8 ‐ Inking
The fina l p ha se o f the a rtwo rk ha d the stud e nts d ra fting the ir p a g e s with rule rs
a nd c a re ful me a sure me nts. The y sp e nt se ve ra l ve ry q uie t d a ys inking the ir p a g e s b y
ha nd with p e n nib s a nd p e n nib ho ld e rs, b e ing c a re ful no t to sp la tte r the ink o r b re a k
the d e lic a te to o ls. Whe n the y finishe d inking , the y sc a nne d the ir p a g e s a nd b e g a n
d o ing d ig ita l e d iting , typ e a nd c o lo r using Ad o b e Pho to Sho p .
Thro ug ho ut the p ro je c t, Pa tric k a nd I c o -ta ug ht the c la sse s. This wa s
c o mp lic a te d b y the na ture o f the e xp lo ra to ry te a c he r’ s d a ily sc he d ule a nd ho w the y
a re c urre ntly invo lve d in the “ c o re te a ms.” As a “ c o re te a c he r,” I te a c h two c la sse s o f
28 stud e nts the sub je c t o f Huma nitie s (Eng lish a nd So c ia l Sc ie nc e ) fo r two ho urs a d a y
fo r two se me ste rs. As a n “ e xp lo ra to ry te a c he r,” Pa tric k te a c he s o nly o ne o f my c la sse s
fo r o ne ho ur a d a y fo r o ne se me ste r. In o rd e r to invo lve a ll o f the stud e nts o f my te a m in
this p ro je c t fo r b o th se me ste rs, I wo uld typ ic a lly g o to Pa tric k’ s ro o m d uring 1st p e rio d in
Fle we lling | 38
o rd e r to und e rsta nd the instruc tio ns he p re se nte d , so tha t I c o uld d up lic a te tho se
instruc tio ns fo r the c la ss o f stud e nts tha t he d id no t te a c h. In the a fte rno o n, the stud e nts
who ha d a lre a d y se e n Pa tric k wo uld g e t a n a d d itio na l two ho urs to wo rk o n wha t the y
ha d sta rte d in his c la ss.
Pa tric k a nd I d e sig ne d this p ro je c t to intro d uc e stud e nts to the typ e s o f d e ma nd s
in a d ult wo rld p ro je c ts. We wa nte d to g e t the stud e nts invo lve d in ind ustry sta nd a rd
wo rk, with the ho p e s o f b e ing a b le to p re se nt the ir wo rld to a n a d ult wo rld a ud ie nc e , a s
we ll a s use the ir wo rk a s e d uc a tio na l to o ls fo r stud e nts a nd te a c he rs. Se ve ra l d iffe re nt
fa c to rs ma d e this p ro je c t inte nse ly d e ma nd ing fo r e ve ryo ne invo lve d . We ha d to c o p e
with ve ry limite d a mo unts o f wo rk time , stric t d e a d line s, c o -d e p e nd e nc y with o ur g ro up
me mb e rs, a nd the p re ssure o f c re a ting a hig h-q ua lity, p ro fe ssio na l p ro d uc t. Fro m this
situa tio n, a numb e r o f d iffe re nt the me s e me rg e d re g a rd ing ho w we e xp e rie nc e d
wo rking to g e the r. In this c ha p te r, I d isc uss the the me s thro ug h stud e nt a nd te a c he r
na rra tive s a nd c o rre sp o nd ing “ c o o p e ra tive mo me nts” tha t I fe e l illustra te ho w we
wo rke d to g e the r in a g ro up p ro je c t.
The me 1: The Pre ssure s o f PBL
The g re a te st c ha lle ng e d uring this p ro je c t wa s d e finite ly me e ting d e a d line s. It
wa s re a lly ha rd to me e t d e a d line s fo r me b e c a use we ha d ma ny d ra fts d ue in a
sho rt time . It wa s a little c ha lle ng ing fo r me b e c a use so me time s we we re wo rking
with e ithe r ne w te c hniq ue s, ma te ria ls o r so ftwa re . But I think it wa s a ve ry g o o d
c ha lle ng e fo r me , a nd I fe lt I ha ve le a rne d to ma na g e time mo re wise ly.
- Die g o (in his fina l p ro je c t re fle c tio n)
Stude nt Pe rsp e c tive
The p a ra me te rs g uid ing the p ro je c t we re c ha lle ng ing , to sa y the le a st. Stud e nts
c o nfro nte d ma ny d iffic ultie s, b o th a s a g ro up a nd ind ivid ua lly. Afte r the p ro je c t, the
stud e nts re fle c te d o n the ir e xp e rie nc e with the p ro je c t. Ba se d o n the ir uniq ue
p e rso na litie s, the y fo und d iffe re nt a sp e c ts o f the p ro je c t c ha lle ng ing .
Fle we lling | 39
Isa b e lla sp e nt a lo t o f time re fle c ting o n the
d e ma nd s o n the p ro je c t d uring o ur inte rvie w. First she
c o mme nte d o n the first p ha se o f the p ro je c t, sa ying ,
“ It wa s kind o f stra ng e b e c a use I d id n't kno w ho w to
d ra w sc rip ts a t a ll, ho w to ma ke the c ha ra c te rs ta lk
like a no rma l p e rso n my a g e , like ho w to e xp re ss
the mse lve s, like ho w to ma ke it re a l, so p e o p le c a n
re a d it a nd und e rsta nd it re a lly fa st.”
La te r, she a lso c o mme nte d o n ho w muc h she
le a rne d a b o ut d ra wing c o mic s. As she b e g a n
re fle c ting o n the e ntire p ro c e ss o f the c o mme nt, she
liste d “ e ve rything , e ve rything ” tha t she ha d le a rne d .
She sa id , “ I tho ug ht I c o uld n't g e t myse lf into a p ro je c t. I tho ug ht I wo uld g e t re a lly
d istra c te d a nd no t d o a ny o f the wo rk, like a nything , b ut I d id . It wa s like , wo a h, I
finishe d it.” She c o mme nte d o n wo rking with he r te a m, turning in a ssig nme nts o n time
to g e t the stic ke rs, fo llo wing the vid e o tuto ria ls, d ra fting he r p a ne ls, wo rking with
Pho to Sho p , d o ing the p a ne ls, ma king c o rre c tio ns, se le c ting c o lo rs, inse rting the typ e
into the wo rd b ub b le s. She c o nc lud e d , “ It wa s re a lly ha rd . But I d id it.”
Isa b e lla ’ s d iffic ultie s re fle c te d virtua lly e ve ry a sp e c t o f the p ro je c t re q uire me nts,
b ut the c ha lle ng e s tha t the stud e nts fa c e d we re a lso ve ry nua nc e d a nd re fle c te d the ir
ind ivid ua l p e rso na litie s. Fo r e xa mp le , Autumn c o nfe sse d to me tha t, a ltho ug h she wa s
a rtistic , she ha d ne ve r sho wn he r a rtwo rk to a nyo ne b e fo re . She sa id , “ First, I fe lt re a lly
unc o mfo rta b le with it b e c a use I've a c tua lly ne ve r re a lly sha re d my d ra wing s o the r tha n
with my frie nd s.” Ba se d o n he r a rtistic ta le nt, he r g ro up na tura lly g ra vita te d to wa rd s
using ma ny d iffe re nt e le me nts o f he r c ha ra c te r d e sig ns. As we d isc usse d this to g e the r,
she se e me d e mb a rra sse d to ha ve b e e n sing le d o ut a s “ the a rtist” o f he r g ro up . Autumn
re fle c te d ,
So me time s I fe e l p re ssure d , b e c a use p e o p le think tha t my d ra wing s a re g o o d
b ut I no rma lly d o n't re a lly think a b o ut tha t. It just fe e ls o d d whe n p e o p le sa y, 'Oh
yo u're d ra wing s [a re ] re a lly g o o d a nd stuff' a nd I d id n't wa nt tha t to inte rfe re with
[the c ha ra c te r d e sig n] a t a ll, b ut it so rt o f d id … I think it's b e c a use my d ra wing s
lo o ke d g o o d , tha t's why the y c ho se the m, b ut I'd ra the r ha ve it with so me b o d y
e lse 's p e rsp e c tive .
Fle we lling | 40
Autumn e xp re sse d the d iffic ulty o f ha ving so muc h influe nc e in a g ro up . As a q uie te r
stud e nt, she fe lt se lf-c o nsic o us a nd “ p re ssure d ” to sha re he r a rtwo rk.
In a no the r insta nc e , Lo lita ha d to c o nfro nt a lo t o f a nxie tie s tha t she ha s while
she wo rks with te c hno lo g y. She sa id , “ I g e t fra ntic a nd I kind o f so me time s g e t re a lly
a nxio us a nd I fe e l like I'm no t g o ing to g e t a nything d o ne .” She ha d no t p re vio usly g o ne
to a sc ho o l tha t use d c o mp ute rs a t a ll, a nd she is rig ht tha t “ it's a ha rd syste m to le a rn.”
Thro ug ho ut the ye a r, she ha d to c o me to te rms with he r a nxie tie s re g a rd ing te c hno lo g y
a nd c o mp ute rs, a nd tho se p re ssure s imp a c te d he r fe e ling s d uring the c o nstra ints a nd
e xp e c ta tio ns o f this p ro je c t, to o .
Figure 8 – Reflection on Challenges
Ma ny stud e nts c o mme nte d o n ho w d iffic ult it wa s to me e t the d e a d line s. As
sho wn in Fig ure 9, the p re ssure o f time a nd d e a d line s wa s the sing le mo st c o mmo n
c ha lle ng e . Co o p e ra tio n a nd d o ing the a rtwo rk we re b o th a lso me ntio ne d fre q ue ntly. I
a lso c a te g o rize d a fe w c ha lle ng e s a s “ Othe r” b e c a use o f the ir uniq ue ne ss. One
stud e nt c o mme nte d tha t she fo und it ve ry d iffic ult to d e p e nd o n o the rs d uring this
p ro je c t. Ano the r stud e nt ha d to c o p e with g e tting ve ry sic k a nd missing o ve r a we e k o f
sc ho o l d uring the sc rip t-writing p ha se .
Te a c he r Pe rsp e c tive
As te a c he rs, we we re re sp o nsib le fo r the e sta b lishing the p a ra me te rs a nd
p re ssure s o f the p ro je c t. We ha d the e no rmo us c ha lle ng e o f a c tua lly struc turing the
Fle we lling | 41
p ro je c t in a wa y tha t e ve ry stud e nt c o uld a c c e ss the ma te ria l a nd b e suc c e ssful with
c o mp le ting the p ro je c t.
Altho ug h Pa tric k a nd I ha d b o th wo rke d a t HTHCV fo r the p a st thre e ye a rs, we
ha d ne ve r re a lly wo rke d to d e sig n a nd e xe c ute a n inte rd isc ip lina ry p ro je c t to g e the r. As
me ntio ne d in the Se tting d e sc rip tio n, o ur sc ho o l wa s d e sig ne d to sup p o rt c o lla b o ra tio n
b e twe e n te a c he rs, b ut ma inly thro ug h the struc ture o f the te a m. All time , e ne rg y a nd
re so urc e s we re d e d ic a te d to my wo rking with my c o o p e ra ting Ma th/ Physic s te a c he r.
We sha re d c la ss time , p la nning time , p re p p e rio d s, 56 stud e nts, a te a m b ud g e t, a n
o ffic e , a nd a c la ssro o m with a mo ve a b le wa ll. Co lla b o ra tio n wa s me a nt to ha p p e n
he re .
But Pa tric k is o ne o f o ur sc ho o l’ s e xp lo ra to ry te a c he rs. As I me ntio ne d , a t a ny
p o int in the ye a r, Pa tric k te a c he s ha lf o f my te a m o f stud e nts. His c la ssro o m is a ll the
wa y a t the e nd o f the sc ho o l. Our te a c hing time d o e s no t line up , o b vio usly, a nd we
ne ve r ha ve sc he d ule d me e ting s.
The se struc tura l d e ta ils ma d e wo rking to g e the r o n the sa me p ro je c t ve ry
c ha lle ng ing . Until this p ro je c t, we ha d ne ve r re a lly e ve n se e n o ne a no the r te a c h. We
b o th ha d ve ry d iffe re nt ma ng a g e me nt a nd te a c hing style s, whic h c re a te d e no rmo us
d isa lig nme nts whe n we a tte mp te d to a c c o mp lish the p ro je c t to g e the r. At the time , I
d id no t e ve n und e rsta nd wha t the p ro b le m wa s, b ut we b o th b e g a n to fe e l like we ha d
no id e a wha t wa s g o ing o n in the o the r c la ssro o m, o r ho w to fo llo w up with the stud e nts
to ma ke sure the y we re finishing the ir d ra fts a nd we re re a d y to mo ve o nto the ne xt
ste p .
Typ ic a lly, Pa tric k b re a ks his p ro je c t d o wn into d a ily p ie c e s tha t the stud e nts wo rk
o n d uring his c la ss, a nd sho w to him b e fo re the e nd o f the p e rio d to g e t a stic ke r. Whe n
we b e g a n d o ing the p ro je c t, Pa tric k e sse ntia lly fo rg o t his me tho d fo r fo rma tive
a sse ssme nt, a nd it wa sn’ t until the se c o nd o r third we e k o f the p ro je c t tha t we b o th
no tic e d a nd c o mme nte d , “ This isn’ t wo rking .” We ha d ne ve r d isc usse d ho w to c he c k
o n the stud e nts’ wo rk, a nd so it wa sn’ t until the mid d le o f the d ra fting p ha se tha t we
no tic e d tha t so me g ro up s we re finishing , a nd o the rs we re n’ t. We ne e d e d a ll g ro up s to
mo ve thro ug h the d ra fts, a nd no t just so me .
Fle we lling | 42
I c o mme nte d o ne mo rning a s we we re c a rp o o ling tha t the stud e nts just d id n’ t
se e m to c a re . By the e nd o f the d a y in my c la ss, the y wo uld b e c o lle c tive ly lo ud a nd
o b no xio us, a nd I d id n’ t ha ve a ny me tho d fo r mo tiva ting the m to finish the ir d ra fts. The
ne xt d a y, Pa tric k wo uld intro d uc e the re q uire me nts fo r the ne xt d ra ft, b ut ma ny g ro up s
ne ve r a c tua lly finishe d the d ra ft b e fo re . During o ne p a rtic ula rly e mo tio na lly c ha rg e d
Thursd a y, we ha d a c o nflic t tha t re sulte d in a n und e rsta nd ing o f the d isa lig nme nt, a nd
we b o th b ro ug ht b a c k o ur ind ivid ua l ma na g e me nt syste ms to e nsure tha t stud e nts
kne w e xa c tly ho w to finish the ir a ssig nme nt fo r the d a y. Eve ntua lly, I a d o p te d Pa tric k’ s
me tho d o f fo rma tive a sse ssme nt so tha t the re c o uld b e a fluid ity b e twe e n c la sse s fo r
the stud e nts to kno w if the ir c o mp le te d the ir wo rk.
Cre a ting sha re d ma na g e me nt syste ms c ha lle ng e d us b o th. On the o nse t o f the
p ro je c t, we ha d n’ t e ve n re a lize d we we re d isa lig ne d . Atte mp ting to wo rk o ut
a g re e me nts to g e the r so tha t we c o uld sup p o rt the stud e nts’ suc c e ss wa s no t e a sy. As
Susa n J. Ro se nho ltz write s in Te a c he rs' Wo rkp la c e : The So c ia l Org a niza tio n o f Sc ho o ls,
“ No rms o f c o lla b o ra tio n d o n’ t simp ly just ha p p e n. The y d o no t sp ring sp o nta ne o usly o ut
o f te a c he rs’ mutua l re sp e c t a nd c o nc e rn fo r e a c h o the r” (Ro se nho ltz,1989).
As the stud e nts mo ve d thro ug h the d iffic ultie s o f e a c h ste p o f the p ro je c t, so to o
d id the ir te a c he rs. We ha d to c o p e with ho w to b e st sup p o rt the m thro ug h tho se
d iffic ultie s so tha t we c o uld a ll a c c o mp lish the c re a tio n o f this p ro d uc t to g e the r.
The me 1b : Emo tio na l “ Trig g e rs”
My Gre a te st c ha lle ng e fo r me in this p ro je c t wa s d ra wing . I a m no t ve ry
c o nfid e nt in my d ra wing skills. Eve ry time I wo uld d ra w a p ic ture o r sha p e I wo uld
insta ntly lo o k a t so me o ne e lse ’ s d ra wing a nd c o mp a re mine to the irs. So me time s
the irs wo uld b e b e tte r a nd I wo uld te ll myse lf tha t my d ra wing suc ke d . But it
re a lly d id n’ t I wa s just c o mp a ring my a rtwo rk to so me o ne e lse ’ s a rtwo rk tha t wa s
o n a d iffe re nt le ve l o f me .
- Ma ric ie lo (in he r fina l p ro je c t re fle c tio n)
Stude nt Pe rsp e c tive
Fle we lling | 43
In a d d itio n to the struc tura l d e ma nd s o f the
p ro je c t, stud e nts ha d to wo rk thro ug h a nxie tie s tha t
we re trig g e re d b y simp ly wo rking with o the rs. In
Cha p te r 1, I d isc usse d ho w stud e nts ha d jo urna lle d
a b o ut the ir trig g e rs d uring the se c o nd p ro je c t o f the
ye a r. Amo ng the trig g e rs, stud e nts e xp re sse d b e ing
ig no re d , ha ving p e o p le no t ta ke the m se rio usly, o r
he a ring rud e re ma rks o r sa rc a sm.
While wo rking with e a c h o the r, so me time s we
struc ture d p ro to c o ls to he lp the stud e nts sha re id e a s,
b ut e ve n p ro to c o ls c a nno t p re ve nt p e o p le fro m
ha ving c o nflic ts o f o p inio ns a nd ha ving to c o nfro nt
o ne a no the r, o r c o nfro nt the ir o wn inse c uritie s. I
a lre a d y me ntio ne d Autumn a nd Lo lita ha ving to c o nfro nt the ir inse c uritie s re g a rd ing
a rtwo rk a nd te c hno lo g y.
Ka t, a d e e p ly re fle c tive a nd a na lytic a l stud e nt, e xp la ine d se ve ra l situa tio ns
whe re she ha d to wo rk thro ug h he r trig g e rs d uring the p ro je c t. The first situa tio n
ha p p e ne d d uring the d ra fting p ha se . At first, he r g ro up ha d g o tte n a lo ng re a lly we ll.
On the first d a y o f the p ro je c t, the y a ll g o t e xc ite d a b o ut the ir sc rip t, a nd p o ssib ly
g e tting to tie in zo mb ie s to the ir c o mic a b o ut Asp e rg e r’ s synd ro me . During e a c h o f the ir
c o o p e ra tive mo me nt re c o rd ing s, the y a ll c o mme nte d o n ho w g re a t the first d a y wa s
while the y b ra insto rme d id e a s fo r the ir c o mic . Ma ric ie lo wa s the mo st e nthusia stic whe n
she e xp re sse d , “ The who le time …in tha t c o o p e ra tive mo me nt I wa s thinking , w o w, o ur
g ro up is so g o o d , um, I lo ve my g ro up …I g a ve id e a s, a nd the n I sa w d iffe re nt
p e rsp e c tive s o n wha t o the r p e o p le tho ug ht. And I a lso sa w, like , wha t ho w o the r
p e o p le c a n c o me up with d iffe re nt id e a s a nd the n the y me sh into o ne g o o d id e a .”
Ma ric ie lo c o nc lud e d , “ It wa s so g re a t, a nd it wa s so fun, a nd it wa s, a h! it wa s fun!”
But tha t wa s o nly the first d a y. As the p ro je c t mo ve d fo rwa rd a nd mo re
c o nstra ints we re g ive n a b o ut the sc rip t, the g ro up ra n into sna g s. The y c o uld n’ t a g re e
o n a wa y to mo ve fo rwa rd , e sp e c ia lly whe n we intro d uc e d the sc rip t re q uire me nts fo r
Dra ft 4. In o rd e r to he lp the c o mic s ma ke mo re se nse , we e xp la ine d tha t e a c h c o mic
Fle we lling | 44
c o uld o nly ha ve 3 sc e ne s, 4 c ha ra c te rs, a nd the e ntire sto ry ha d to ta ke p la c e in a
sing le d a y.
Ka t d e sc rib e d tha t time d uring he r g ro up . Whe n the y g o t stuc k, the y just sto p p e d
wo rking o n the d ra fts. The y turne d a nd sta rte d ta lking to p e o p le . The y g o t into mo re
fig hts, b e c a use so me p e o p le wa nte d to ke e p wo rking , a nd o the r p e o p le just wa nte d
to c ha t. As the d a ys p a sse d , Ka t re a lize d so me thing ha d to c ha ng e . She sa id , “ I wa s
p e rso na lly fre a king o ut b e c a use I d id n't kno w ho w to te ll p e o p le [to c ha ng e
e ve rything ] a nd I tho ug ht the y'd b e ma d a t me .” Ka t strug g le d with fe e ling like p e o p le
wo uld n’ t like he r if she ste p p e d in a nd trie d to re d ire c t the p lo t o f the c o mic , b ut she
kne w so me thing ha d to c ha ng e .
During this p a rt o f the c o mic , I c o nfro nte d he r a b o ut it a fte r c la ss o ne d a y. She
e xp re sse d he r wo rrie s to me , a nd I to ld he r, “ So me time s, yo u ma y no t like tha t tha t’ s
yo ur ro le in the g ro up , b ut it is a nd yo u ha ve to b e tha t.” She und e rsto o d , a nd she
sta rte d te a ring up . La te r, she re fle c te d o n tha t mo me nt a s b e ing a “ mini e p ip ha ny.”
I wa s fre a king o ut b e c a use [I tho ug ht], o h, p e o p le a re g o nna ha te me b e c a use I
trie d to c ha ng e thing s a nd p e o p le a re g o nna think I'm b o ssy a nd yo u we re just
like we ll, so me time s yo u ha ve to , a nd p e o p le re sp e c t yo u fo r tha t. So me time s it
just d o e sn't ma tte r if p e o p le sa y tha t, yo u're just he lp ing e ve ryb o d y e lse . [Tha t
mo me nt] wa s just like , o ne o f tho se , re a lly like , yo u fe e l g o o d a b o ut yo urse lf, a nd
it just p ushe s yo u a nd yo u're like , we ll, no w I d o n't ha ve to fe e l b a d a b o ut this
e ve r a g a in, c a use I re a lize wha t I'm d o ing is g o o d , it's no t b a d .
Ka t re a lize d the uniq ue ro le she p la ye d in g ro up s in Oc to b e r d uring the Va lue De b a te
Pro je c t, b ut still strug g le d to c o mmunic a te with he r ne w g ro up o f stud e nts. He r g ro up
fe ll b e hind in the d ra fts, a nd a t so me p o int, she ha d to ta ke re sp o nsib ility fo r the wo rk o f
the g ro up , a nd p ull p e o p le to g e the r.
Isa b e lla , a no the r stud e nt in Ka t’ s g ro up , e xp re sse d a lo t o f c o nc e rn a b o ut b e ing
a b le to sha re he r id e a s with o the rs d uring the sc rip ting p ha se , b e c a use she wa s wo rrie d
tha t p e o p le wo uld n’ t liste n to he r o r the y mig ht ha ve id e a s c o me into c o nflic t. She
re fle c te d a t the b e g inning o f the ye a r, the first time tha t she ha d ha d a d iffe re nt
p e rsp e c tive with a no the r stud e nt, “ Lo lita sa t ne xt to me , a nd she tho ug ht a d iffe re nt
wa y a b o ut re lig io n, I tho ug ht a d iffe re nt wa y a b o ut re lig io n. And it wa s like , my mind
g o t like , c ra she d into the o the r mind , a nd I wa s like , ‘ No ! I d o n't think like this, no I think
like this.’ ” So a t first, c o o p e ra ting wa s sc a ry. She re me mb e re d , “ I g o t re a lly ma d
Fle we lling | 45
so me time s a nd I g o t re a lly frustra te d b e c a use I wa s like , o h my g o sh, he ha s a d iffe re nt
id e a , I ha ve a d iffe re nt id e a , wha t if the y d o n't invo lve my id e a into the p ro je c t? ”
Afte r wo rking with p ro to c o ls a nd le a rning wa ys o f c o lla b o ra tio n, Isa b e lla fe e ls a
lo t mo re c o mfo rta b le with d iffe re nt p e rsp e c tive s a nd c o nflic ts. The first d a y the y
b ra insto rme d id e a s fo r the p ro je c t, the y ha d ma ny d iffe re nt id e a s. But the y we re a b le
to liste n to o ne a no the r b y using the p ro to c o l a nd ta king turns. She sa id , “ [Whe n] we
ha d the a rg ume nt with Ka t a nd the o the r o ne s, tha t's whe n I p ut the [p ro to c o l] id e a ,
just OK, first it's yo u, the n it's yo u…the n numb e r 5, yo u're the la st o ne .” She c o nc lud e d
he r re fle c tio n o n tha t situa tio n with,
And no w, if yo u p ut me in a no the r g ro up , a nd I ha d this a rg ume nt, I kno w wha t
to d o no w. I kno w no t to g e t sc a re d a nd fre a k o ut a nd g o to the re stro o m
no w…Like , OK, c a lm d o wn, try to c a lm a ll my te a m, a nd OK, le t's d o it like this.
This re fle c tio n hig hlig hts the inte nsity o f the le a rning re q uire d fo r stud e nts to wo rk
to g e the r. Isa b e lla , a lo ng with the re st o f the stud e nts, ne e d e d to und e rsta nd d iffe re nt
wa ys o f a p p ro a c hing c o o p e ra tive p ro b le m-so lving . Onc e she ha d stra te g ie s, she fe lt
e mp o we re d to mo ve thro ug h d iffic ult situa tio ns a nd a rrive a t g ro up c o nse nsus.
Be ing c o nfro nte d with re a l c o nflic ts fo rc e d ma ny o f the stud e nts to d e e p e n the ir
und e rsta nd ing s o f the mse lve s, a nd o f o ne a no the r. On the la st wo rk d a y o f the p ro je c t
whe n the e ntire te a m sta ye d a t sc ho o l until 7:00PM wo rking o n the c o mic , it wa s a
re a lly b e a utiful time o f finishing p a g e s a nd sup p o rting o ne a no the r. Ho we ve r, so me o f
the stud e nts we re so fa r b e hind tha t this d a y wa s e xtre me ly stre ssful fo r the m.
Aro und 6:00PM tha t e ve ning , o ne o f the stud e nts a p p ro a c he d me a nd a ske d
me if he c o uld le a ve , b e c a use he wa s finishe d with his p a g e . I to ld him, “ I wo n’ t sto p
yo u fro m le a ving , b ut d o n’ t yo u think yo u ne e d to b e he re to sup p o rt the re st o f yo ur
g ro up ? ” He wa s re a lly up se t, a nd sa id , “ Why sho uld I sup p o rt him? He c usse d me o ut!”
He we nt o n to e xp la in tha t, whe n he finishe d his p a g e , his g ro up me mb e r ha d ma d e a
c o mme nt like , “ Tha t’ s a first!” a nd it ha d re a lly hurt his fe e ling s. This is a stud e nt who ha s
e xp re sse d b e fo re tha t it re a lly b o the rs him whe n p e o p le c a ll him stup id , a nd I a g re e d
tha t wha t the stud e nt ha d sa id to him wa sn’ t fa ir. At the sa me time , I he lp e d him
und e rsta nd tha t p e o p le try to hurt o the rs whe n the y a re hurting the mo st. I a ske d him to
re fle c t o n wha t it wo uld b e like to b e his te a m me mb e r, who a t tha t p o int, wa s no t
finishe d with his p a g e a nd ha d strug g le d to me e t his d e a d line s fo r we e ks. I c o uld se e
Fle we lling | 46
the stud e nt’ s c o unte na nc e c o mp le te ly c ha ng e a s he b e g a n to und e rsta nd his
te a mma te a nd why he ha d la she d o ut a t him e a rlie r.
Othe r stud e nts tha t nig ht fa c e d c ha lle ng e s with the te c hno lo g y, a nd with
c o mp ute rs running o ut o f b a tte ry p o we r a nd turning o ff in the mid d le o f the ir p ro je c t
wo rk. It wa s a nig ht o f c e le b ra tio n a s p a g e s g o t finishe d , b ut a lso o f e xtre me stre ss a nd
a nxie ty a s stud e nt e nc o unte re d p ro b le ms a nd la she d o ut a t the mse lve s a nd e a c h
o the r. Whe n we wo rk a lo ne , we ha ve to c o nfro nt o ur o wn fe a rs o f fa ilure , b ut whe n we
wo rk with o ne a no the r, we ha ve to d o tha t o ut in the o p e n whe re it c a n g e t a little
mo re p ub lic a nd a lo t mo re sc a ry.
Te a c he r Pe rsp e c tive
Te a c he rs c o lla b o ra ting to g e the r ha ve to fa c e the sa me kind s o f trig g e rs. I c a nno t sa y
tha t it is mo re d iffic ult tha n whe n yo u a re a stud e nt, b ut I c a n sa y tha t te a c he rs ha ve
e sp e c ia lly little p ra c tic e wo rking jo intly. Fulle n a nd Ha rg re a ve s (1992) c o mme nt o n the
d iffic ult na ture o f c o lle g ia l c o lla b o ra tio n in the e d uc a tio na l wo rld in the ir b o o k,
Unde rsta nding Te a c he r De ve lo p me nt. The y write :
Op e n c o lla b o ra tio n, e xte nsive c o lle g ia l c o nve rsa tio n, mutua l o b se rva tio n, a nd
inte ra c tive p ro fe ssio na lism a re no t ye t a n inte g ra l p a rt o f mo st te a c he rs’ wo rking
live s. In the ma in it is p riva c y, ind ivid ua lism a nd iso la tio n tha t re ma in the
p e rsiste nt a nd p e rva sive c o nd itio ns o f te a c hing . . . It is, the re fo re , no t a t a ll
surp rising tha t te a c he rs o fte n a sso c ia te he lp with e va lua tio n, o r c o lla b o ra tio n
with c o ntro l. Iso la tio n a nd ind ivid ua lism a re the ir a rmo r he re , the ir p ro te c tio n
a g a inst sc rutiny a nd intrusio n (Fulle n a nd Ha rg re a ve s, 55-56).
The ir c o mme nt a b o ut why te a c he rs he sita te to wo rk to g e the r d e a ls with the e mo tio na l
na ture o f wo rking with a no the r p ro fe ssio na l. The y like n iso la tio n a nd ind ivid ua lism to
a rmo r. The c urre nt c ulture o f e d uc a tio n d o e s te nd to le a n to wa rd s iso la tio n, a nd
wo rking with a nyo ne c a n b e e xtre me ly vulne ra b le b e c a use it o p e ns yo u up to sc runtiny
fro m a no the r p ro fe ssio na l.
Pa tric k c o mme nte d o n this a sp e c t o f b e ing a te a c he r d uring o ur inte rvie w a fte r
the p ro je c t e nd e d :
[I]t's a lo ne ly p la c e fo r e ve ry te a c he r to b e b e c a use yo u're the o nly o ne ma king
d e c isio ns a b o ut the se c urity a nd we ll-b e ing o f the e ntire c la ss a s a who le a nd
witho ut re c e iving d ire c t a ffirma tio n tha t yo u're d o ing the rig ht thing a ll the time ,
Fle we lling | 47
yo u q ue stio n. Yo u're like , I ha ve to b e the o ne q ue stio ning myse lf b e c a use no
o ne e lse is. So ho w a m I imp ro ving if I'm no t q ue stio ning myse lf?
Pa tric k’ s c o mme nt re fle c te d his und e rsta nd ing o f ho w I survive a s a te a c he r. I kno w
tha t I a m no t a lo ne a mo ng st te a c he rs in fe e ling a n e no rmo us p re ssure to ma ke the
“ rig ht” d e c isio n fo r my stud e nts.
Whe n we b e g a n wo rking to g e the r, it thre w o ff the b a la nc e o f o ur se c uritie s. Fo r
me , my ma jo r trig g e r re vo lve s a ro und the inse c urity tha t I a m “ b a d te a c he r” o r I a m
ma king the wro ng d e c isio ns fo r the c la ssro o m a s a who le . Thro ug ho ut the Co mic Bo o k
Pro je c t, I fe a re d tha t I c o uld no t b e “ e no ug h” o f a te a c he r fo r this p a rtic ula r g ro up o f
stud e nts. I fe a re d tha t I c o uld no t ma ke the rig ht d e c isio n fo r the m, b e c a use I c o uld n’ t
und e rsta nd the g ro up o f stud e nts, a nd it se e me d to me like Pa tric k ha d no issue s with
the m wha tso e ve r.
As I wo rke d with Pa tric k, I fo und c o lla b o ra ting to b e a surp rising ly vulne ra b le
e nd e a vo r. Our wo rking re la tio nship d e ve lo p e d , a s d id o ur frie nd ship a nd und e rsta nd ing
o f o ne a no the r. Whe re no rma lly I fa c e my inse c uritie s a s a te a c he r o n my o wn, o r o n
the we e ke nd s, I wa s c o nfro nte d with ha ving to wo rk thro ug h the se with him a s o ur
p ro je c t b e c a me mo re inte nse a nd mo re c ha lle ng ing .
While Pa tric k a lso d e a lt with inse c uritie s, his trig g e r re vo lve d a ro und his se nse tha t
he ha d “ e ve rything und e r c o ntro l.” Whe n he sta rte d to fe e l o ut o f c o ntro l, he mo ve d
into a ne rvo us p la c e whe re he fo und it ve ry d iffic ult to trust me a nd le t g o o f his
e xp e c ta tio ns o f the p ro je c t o utc o me .
Altho ug h we ha d se ve ra l “ c o o p e ra tive mo me nts” thro ug ho ut the p ro je c t, o ne o f
the mo st me mo ra b le fo r b o th o f us o c c urre d a b o ut o ne we e k b e fo re we we re
sc he d ule d to finish the p ro je c t. It wa s the e nd o f a lo ng Tue sd a y, a nd the stud e nts we re
just finishing la ying o ut the ir p a g e s with the ir p a ne l b o rd e rs a nd g utte r sp a c e . Pa tric k
d e sig ne d vid e o tuto ria ls to a ssist the stud e nts with the d ra wing , a nd he ha d b rie fly
e xp la ine d to me the tra je c to ry o f the a rt p ro c e ss. Tha t d a y, two o f the stud e nts finishe d
la ying o ut the ir p a g e s e a rly, a nd I d ire c te d the m to g o a he a d with the ir b a sic sha p e s,
ma king sure to d ra w lig htly a nd no t to sta rt fina l line s.
Tha t nig ht, I c a me into Pa tric k’ s ro o m a nd me ntio ne d o ffha nd e d ly tha t two
stud e nts ha d finishe d e a rly, a nd I ha d d ire c te d the m to g o a he a d . Pa tric k se e me d p ut
o ff, a nd sa id the re we re mo re vid e o s, a nd I ha d n’ t re a lize d the re we re . He wa s
Fle we lling | 48
mutte ring to himse lf a b o ut the vid e o tuto ria ls he ha d n’ t ye t ma d e , a nd it wa s a lre a d y
5:00PM a nd he d id n’ t kno w whe n he wa s g o ing to ha ve time to d o it. He a ske d me ,
“ Wha t sho uld we d o ? ” a nd I to ld him, “ I d o n’ t kno w. If yo u d o n’ t ha ve time to d o the
re st o f the vid e o s, we c a n d o so me thing a b o ut the Afte rwa rd s o r the writing p o rtio n in
the a fte rno o n to b id e time .” But he d id n’ t wa nt to b id e time . He wa nte d to mo ve
fo rwa rd . I d id n’ t kno w wha t to d o , b e c a use I c o uld n’ t ma ke the vid e o s.
He ma d e so me c o mme nt the n, “ No , I d o n’ t kno w wha t I’ m a sking fo r. I d o n’ t
kno w ho w to c o lla b o ra te with yo u rig ht no w.” I a ske d him, “ Why no t? ” a nd he
re sp o nd e d so me thing like , “ Yo u’ re p utting p re ssure o n me to g e t e ve rything d o ne , b ut I
d o n’ t ha ve the time b e c a use this isn’ t the o nly thing tha t I ha ve to fo c us o n.” He we nt
o n to re mind me o f a ll the o the r p ro je c ts he ha s his ha nd s in – fro m the o the r 9th g ra d e
c o mic p ro je c ts, to the GNP, to the p ro je c t he wa s c o lla b o ra ting o n in the 11th g ra d e ,
a nd tha t’ s whe n I re me mb e re d tha t we we re sup p o se d to ha ve ha d me a c tua lly d o a
p a g e myse lf, so tha t I kne w wha t the he ll I wa s ta lking a b o ut whe n I wa s trying to te a c h.
He a c c use d me o f no t c a ring a b o ut the p ro je c t, a nd I wo nd e re d in my he a d if
he wa s rig ht. The se c o mme nts b e g a n trig g e ring my inse c uritie s a b o ut b e ing a “ b a d ”
te a c he r a nd ma king the wro ng d e c isio ns. I sta rte d fe e ling like I ha d n’ t c o ntrib ute d
a nything to the p ro je c t a t a ll. I d id n’ t kno w ho w to d o p ra c tic a lly a nything a b o ut this
p a rt o f the p ro je c t, a nd I re a lize d tha t I wa s ina d ve rta ntly p utting this p re ssure o n him to
b e the g uid e .
We g o t into a fig ht a b o ut it, a nd I c o nfe sse d a ll the thing s I wa s thinking a b o ut
myse lf a nd who I wa s a s a te a c he r a nd “ no t b e ing e no ug h.” It wa s a d iffic ult c a rp o o l
ho me , to sa y the le a st. Whe n I g o t ho me tha t nig ht, I jo urna lle d a b o ut the e xp e rie nc e
a nd I c o nc lud e d :
He trig g e re d my de mo ns, b ut I trig g e re d his, to o . He wa s fe e ling like it wa s a ll
g o ing to fa ll a p a rt a nd it wa s his fa ult. He he a rd my ‘ o h, wha te ve r’ a s a n o h,
wha te ve r to the p ro je c t, to the vide o s. He didn’ t he a r, we ’ re g o ing to wo rk
thro ug h this, a nd I a m e xc ite d to wo rk thro ug h it, b e c a use I wa sn’ t b e ing
p re se nt. He didn’ t re a lize tha t he wa s sub c o nsc io usly la shing o ut a b o ut tha t, a nd
g e tting de fe nsive , a nd I didn’ t re a lize I wa sn’ t b e ing a wa re until I wa s in te a rs.
It wa s just iro nic , a ll o f it, a nd it’ s a p a rt o f ho w c o lla b o ra ting re a lly wo rks.
It’ s no t like a dre a m wo rld whe re p e o p le c a n just wo rk to g e the r a nd thing s c o me
o ut b e tte r tha n b e fo re . I wo uld like to b e lie ve tha t’ s wha t is the o utc o me , b ut
ho ne stly, rig ht no w, I c a n’ t se e it. I just fe e l the p a in o f a c tua lly truly inte ra c ting
Fle we lling | 49
with a no the r huma n b e ing , who is a te a c he r, who , in fa c t, sha re s so me o f my
o wn ina de q ua c ie s a b o ut te a c hing .
In this jo urna l, I b e g a n to re a lly und e rsta nd the e mo tio na l na ture o f c o lla b o ra tio n. It wa s
a lso in this situa tio n tha t I re a lize d tha t the “ we ” in my re se a rc h q ue stio n re fe rre d to a ll
o f us, stud e nts a nd te a c he rs b o th.
Whe n Pa tric k re fle c te d o n this situa tio n, his p e rsp e c tive d e a lt a lo t mo re with his
o wn trig g e rs o f ha ving c o ntro l a nd ma king sure his struc ture s we re in p la c e to sup p o rt
the stud e nts. He sa id ,
I think I just fe lt like yo u we re like , fine , yo u ta ke the le a d , a nd the n whe n I le ft yo u
a lo ne yo u d id wha te ve r yo u wa nte d to d o a nywa y. We ll, tha t's no t me ta king
the le a d , tha t's yo u sa ying , ‘ I'm liste ning to yo u,’ b ut the n no t liste ning to me , a nd
I just g o t up se t a b o ut it. Tha t d a y, it wa s just a lo ng d a y, a nd I ne e d e d [yo u] to
kno w tha t I wa s no t OK with tha t.
Whe n I ha d to ld the stud e nts to g o a he a d with the a rtwo rk, Pa tric k fe lt e xtre me ly
frustra te d b e c a use he fe lt like I wa s no t re a lly liste ning o r e ve n trying to liste n to his
instruc tio ns.
He willing ly to o k the le a d in the p ro je c t. It wa s se nsib le , sinc e he wa s the e xp e rt
in ho w to d ra w c o mic s. But so me time s he fe lt like I d id n’ t und e rsta nd the d iffe re nt le ve ls
o f the p ro je c t, a nd whic h thing s a b so lute ly ha d to ha p p e n in o rd e r to mo ve o nto the
ne xt ste p . As he re fle c te d la te r,
A lo t o f the time s whe n I wa s ta lking to yo u thro ug ho ut the p ro je c t, just,
e ve rything tha t I wo uld ta lk a b o ut tha t ne e d e d to ha p p e n, in my mind , ne e de d
to ha p p e n. So the re wa s a lo t o f a nxie ty a b o ut tho se thing s no t o c c uring ,
b e c a use I wa sn't in yo ur c la ssro o m to ma ke sure tha t tho se thing s we re g o ing o n.
With the situa tio n whe re I ha d the stud e nts wo rk a he a d , Pa tric k re fle c te d ,
With a rt sup p lie s, it's like [yo ur p a rtne r] Te d . Te d wo uld n't just g ive the kid s a d rill
sa w a nd just fig ure o ut ho w it's g o ing to b e d o ne . Tha t's ho w I fe e l like tha t time
whe n [o ur stud e nt] wo rke d a he a d witho ut kno wing wha t she wa s d o ing , I fe lt like
we we re ha nd ing he r a d rill sa w a nd b e ing like , ruin yo ur p ie c e o f a rtwo rk
witho ut kno wing why yo u're ruining it. Ca use I'm OK if the y ruin it a fte r I've g ive n
the m instruc tio n, it's b e c a use a fte r the y've d o ne so me thing te rrib le to the ir
a rtwo rk, a nd the n I'm like , Oh, I sho uld 've to ld yo u no t to d o tha t. The y g e t a ll
re se ntful c a use the y're like , yo u're the te a c he r. Tha t's yo ur jo b to kind o f te a c h us
no t to d o . But if the y d o it a nd the y kne w, the n it's no t re a lly my fa ult a ny mo re ,
b e c a use I p ro vid e d the m with the re so urc e s to no t sc re w up tha t thing . But so
whe n she wo rke d a he a d , wha t I fe lt wa s tha t I wa s like , I wa s ra the r she 'd d o ne
b usy wo rk a nd wa ite d until I'd g ive n he r the instruc tio ns, b ut I fe lt yo u we re kind
Fle we lling | 50
o f ste p p ing o n my to e s b e c a use yo u we re le tting he r wo rk a he a d , e ve n tho ug h
yo u d id n't kno w why she sho uld n't wo rk a he a d .
In this c o nflic t, we b o th le a rne d a lo t a b o ut e a c h o the r, a nd o ur uniq ue e mo tio na l
trig g e rs. I le a rne d a lo t a b o ut Pa tric k’ s p e rsp e c tive o n ho w to te a c h a rt. Tho ug h the
c o nflic t wa s p a inful a t the typ e , it p ro ve d fruitful to o ur und e rsta nd ing o f o ne a no the r a s
e d uc a to rs a nd a s huma n b e ing s.
We b o th ha d to c o nfro nt e a c h o the r a lmo st c o nsta ntly to ma ke this p ro je c t
wo rk. Pa tric k’ s fe e ling wa s tha t we sho uld ha ve ha d a lo t mo re c o nflic ts thro ug ho ut the
p ro je c t. Re g a rd ing c o nflic t, he fe e ls like it’ s imp o rta nt fo r p e o p le to ha ve c o nflic t if the y
a re a c tua lly g o ing to b e a b le to a c c o mp lish so me thing . He re a so ne d ,
Whe n p e o p le ke e p thing s in a nd d o n't sha re , tha t's yo u c ho o sing no t to
a c c o mp lish so me thing . Yo u're like , I d isa g re e with this p e rso n, b ut I'd ra the r just
le t the m b e lie ve tha t the y're rig ht.
We d id ha ve o ur fa ir sha re o f c o nflic ts d uring this p ro je c t, tho ug h, a nd I a lso fo und
myse lf c o nfro nting my inse c uritie s, a nd ha ving to sha re the m with a no the r te a c he r,
whic h wa s ve ry d iffic ult to d o .
In the e nd , no t o nly d id we a c c o mp lish the p ro je c t to g e the r, we a lso le a rne d a
lo t a b o ut o urse lve s, a nd e a c h o the r. I le a rne d tha t Pa tric k is ve ry trustwo rthy, e ve n if he
is fre q ue ntly la te to me e ting s a nd so me time s wa its until the la st minute . He ta ug ht me a
lo t a b o ut a c c o mp lishing so me thing with the stud e nts, a nd ho w to he lp the m me e t
d e a d line s. And Pa tric k le a rne d tha t I a m, a s he sta te d , “ inc re d ib ly p a ssio na te a b o ut
te a c hing thing s tha t c a n't b e ta ug ht thro ug h the c o mp le tio n o f a ny o ne thing .”
In a lo t o f wa ys, Pa tric k a nd I a re c o mp le te ly o p p o site with o ur a p p ro a c h to the
c la ssro o m, a nd this fre q ue ntly re sulte d in c o nflic ts. Pa tric k e ve n c o mme nte d ,
It's frustra ting to me so me time s b e c a use I'm fo c use d o n c o mp le ting the ta sk a t
ha nd , a nd yo u're mo re like , we ll, the re ne e d s to b e b a la nc e o f the mind a nd
b o d y a nd sp irit a nd a ll tho se thing s, a nd tha t's mo re imp o rta nt b e c a use tha t's
wha t yo u ha ve to d e a l with fo r the re st o f yo ur life , a nd I'm like , b ut tha t's no t
wha t we 're d e a ling with rig ht no w, a d e a d line 's wha t we 're d e a ling with rig ht
no w. Wha t I le a rne d a b o ut yo u is yo u ha ve this p e rsp e c tive tha t I ne e d to trust
e ve n tho ug h it's c o unte rintuitive to so me o f my o wn p e rsp e c tive s.
So e ve n tho ug h we a re ve ry d iffe re nt, a nd tha t trig g e re d o ur se c urity with o urse lve s a s
te a c he rs a nd the d e c isio ns we ma d e fo r the c la ssro o m, whe n we wo rke d to g e the r, we
b a la nc e d tha t fo r the stud e nts.
Fle we lling | 51
The me 2: “ I” vs. “ Othe r”
I fe e l tha t I wa sn’ t p ut o n the rig ht g ro up b e c a use we a lwa ys c a me to
d isa g re e me nts, b ut I fe e l tha t’ s wha t ma d e o ur c o mic stro ng e r a nd mo re
e ffe c tive . Ano the r re a so n why [I wo uld n’ t wa nt to b e in the sa me g ro up ] is
b e c a use I d o n’ t like the m in p a rtic ula r, so it ma d e it ha rd e r fo r me to b e
und e rsta nd ing .
- Anna is (in he r fina l p ro je c t re fle c tio n)
Stude nt Pe rsp e c tive
As e a c h a sp e c t o f o ur p ro je c t wa s d e sig ne d fo r stud e nts to inc o rp o ra te e a c h
o the r’ s uniq ue p e rsp e c tive s into the sc rip t, the d ia lo g ue , a nd the d e sig n o f the
c ha ra c te rs, it wa s ine vita b le tha t the y wo uld o c c a sio na lly d isa g re e a nd c o me into
c o nflic ts.
Whe n stud e nts re fle c te d o n the ir c o o p e ra tive
mo me nts, I wa s struc k b y ho w so me stud e nts ta lke d
a b o ut tho se d isa g re e me nts. The y e xp la ine d the
situa tio n using “ I wa nte d this” a nd “ the y wa nte d
this.”
The situa tio n Va ne ssa d e sc rib e d wa s
p a rtic ula rly striking . A c o nflic t she fo und sig nific a nt
to re te ll a ro se d uring the time whe n the g ro up ha d
to d e sig n c ha ra c te rs. Tha t d a y, the five o f the m sa t
in the c o rne r ta b le o f my c la ssro o m a nd strug g le d
lo ud ly thro ug h the d iffe re nc e s in the ir o p inio ns. I
re me mb e r it c le a rly b e c a use , a fte r a while o f lo ud ly
a rg uing , Va ne ssa sig na le d me o ve r to ta ke sid e s in the d e b a te . She e xp la ine d
p a ssio na te ly, “ I wa nt the mo m to b e a p ro stitute . Is tha t OK? ” Ga b y lo o ke d up a t me
with e ye b ro ws ra ise d , a nd Ro b e rt a nd Die g o kind o f shrug g e d the ir sho uld e rs. I
na vig a te d my wa y o ut o f the situa tio n c a re fully, no t wa nting to re a lly ma ke a ny so rt o f
p ro c la ma tio ns fro m a p la c e o f a utho rity.
“ We ll,” I sta rte d slo wly a s Va ne ssa sa t with he r e ye s na rro we d a nd a rms c ro sse d
o ve r he r c he st, “ the re ’ s p e rha p s no thing wro ng with b e ing a p ro stitute . It’ s a life style
Fle we lling | 52
c ho ic e . The n a g a in, I d o n’ t kno w if it’ s imp o rta nt to yo ur sto ry a b o ut c o njo ine d twins if
yo u me ntio n tha t, a nd it mig ht b e a little d istra c ting .” Ga b y wa s q uic k to a g re e , “ Tha t’ s
wha t I sa id !” As I wa lke d a wa y, I he a rd the d e b a te c o ntinue , with Va ne ssa unwilling to
b ud g e a nd the o the rs unwilling to d ra w in c le a va g e .
Va ne ssa e xp re sse d he r frustra tio ns with tha t a sp e c t o f the p ro je c t la te r d uring o ur
inte rvie w. She sa id ,
De sig ning the c ha ra c te rs wa s ug hhhh. Ug h, the y wa nt it this wa y, b ut I wa nt it this
wa y. The y wa nte d so me thing simp le , b ut I wa nte d so me thing tha t yo u c a n sa y,
o h tha t's, I c a n se e yo u…I wa nte d like , c ha ra c te r. Like , d e ta il thing s. But the y
wa nte d so me thing simp le .
She sp o ke with the sa me p a ssio n I ha d o b se rve d in he r d uring tha t time o f the p ro je c t,
e ve n whe n she re fle c te d o n it. She c o nc lud e d , “ I wa s the o nly o ne who wa nte d d e ta ils,
a nd the n o the r p e o p le wa nte d d iffe re nt e ye s…I g ue ss I c a n se e , it wa s a g a inst e a c h
o the r in a wa y. Ag a inst e a c h o the r in so me wa y.”
The stud e nts mo ve d fro m a p la c e o f b e ing p o lite a nd sha ring with o ne a no the r
into a ne w fie ld o f c o mmunic a tio n whe re thing s b e g in to b re a k d o wn a nd p e o p le a re
fo rc e d to ta ke sid e s.
Te a c he r Pe rsp e c tive
While I d id no t no tic e this the me b e twe e n Pa tric k a nd myse lf, I c a nno t he lp b ut think
b a c k to the b e g inning o f the se me ste r whe n I so d e sp e ra te ly a tte mp te d to fo rm
c o nne c tio ns with the stud e nts. In my c o o p e ra ting with the m, the “ I” vs. “ the y” c a me
o ut ve ry c le a rly in my o wn p e rc e p tio ns.
My jo urna ls tha t I sha re d e a rlie r in Cha p te r 1 inc lud e d p hra se s like , “ we fe e l like
a d ve rsa rie s” a nd my p e rc e p tio n wa s tha t “ c o lle c tive ly, the ir ma in g o a l is to o p p o se
me .” To mo ve p a st this fe e ling o f “ I” vs. “ the y,” the a nswe r is p e rso na liza tio n, whic h
b ring s us to the third the me .
Fle we lling | 53
The me 3: Und e rsta nd ing the “ Othe r”
“ If I d id this p ro je c t a g a in I wo uld wa nt to b e in the sa me g ro up b e c a use I le a rne d
so me thing ne w. I le a rne d tha t it’ s no t rig ht to jud g e p e o p le b e fo re yo u kno w the m.
whe n I sa w who my g ro up wa s i tho ug ht tha t we we re ne ve r g o ing to finish b ut the n I
re a lize d tha t I wa s wro ng .”
-
De b b ie (in he r fina l p ro je c t re fle c tio n)
Stud e nts d e ve lo p e d the ir a b ility to wo rk to g e the r whe n the y we re a b le to se e
p a st the o the rne ss o f o ne a no the r a nd truly d e ve lo p und e rsta nd ing s o f e a c h p e rso n’ s
uniq ue p e rso na lity a nd wa ys o f o p e ra ting in the wo rld . I lo ve the wa y Ka t summa rize d
he r p e rsp e c tive o n wo rking with o the rs:
It's a n inte re sting thing . It's ve ry inte re sting . Be c a use e ve ryb o d y's d iffe re nt. And
p e o p le a re just up a nd d o wn a nd flip a nd flo p , so yo u g o tta ta ke it d a y b y d a y
whe n yo u wo rk with o the r p e o p le .
During the ye a r, Ka t d isc o ve re d he rse lf a s a n a na lytic a l le a rne r, a nd d e ve lo p e d a
stro ng inte re st in p e rso na lity te sts a nd d iffe re nc e s. Fo llo wing up a the me tha t e me rg e d
in the c o o p e ra tive mo me nts, I a ske d he r, “ Did yo u le a rn a nything a b o ut o the r p e o p le
d uring this p ro je c t? ” a nd she re sp o nd e d ,
Ye a h, mo st d e finite ly. Ca use I'm a c tua lly a lo t inte re ste d in thing s like tha t.
Ana lytic a l stuff. But I like und e rsta nd ing p e o p le a nd le a rning a b o ut the m. So , just
like wa tc hing the m a nd ho w the y re a c t to thing s, it just he lp s yo u, like , he y yo u
sho uld b e this wa y to wa rd s this p e rso n ve rsus this p e rso n. I no tic e p e o p le 's
p e rso na litie s, a nd the little thing s the y d o a nd the ir tra its.
She d e ve lo p e d a mo re nua nc e d p e rsp e c tive o f se ve ra l p e o p le in he r g ro up , b ut
e sp e c ia lly o f Sha niq ua wa . Be fo re the p ro je c t, Ka t ne ve r re a lly ta lke d to he r. She
e xp la ine d , “ ’ c a use so me time s I tho ug ht, o o h, I think she se e ms me a n. But no w, tha t's
kind o f just who she is. No t me a n, b ut like , just she 's g o t a little b ite …she 's a little sha rk.”
Autumn ha d a simila r re ve la tio n a b o ut Anna is d uring the p ro je c t, to o . She ha d
wo rke d with he r e a rlie r in the ye a r, a nd ha d sa id , “ She d id re a lly se e m ne g a tive , b ut
no w she d o e sn't.” Autumn wa s unsure why he r p e rsp e c tive c ha ng e d a b o ut Anna is, b ut
he r p e rsp e c tive o n c o o p e ra tio n c ha ng e d a lo t d uring the first se me ste r. She sa id ,
I p e rso na lly tho ug ht, if I g o t a g o o d p a rtne r, the y'd liste n to me , a nd b e ne xt to
me , a nd re sp e c t me , no w, I'm like , we ll, it's the ir p e rso na lity a nd I sho uld re sp e c t
the ir p e rso na lity…[N]o t to b ring up Anna is a g a in, b ut ye a h, Anna is. She so rt o f
Fle we lling | 54
ta ug ht me tha t like , it d e p e nd s ho w yo u re sp o nd . Like , so me time s yo u just ha ve
to wa it a nd a sk.
Autumn b e g a n to und e rsta nd tha t d iffe re nt p e o p le re q uire d d iffe re nt a p p ro a c he s.
Ma ny stud e nts b e g a n to g ive o ne a no the r the se typ e s o f a llo wa nc e s (“ so me time s yo u
just ha ve to wa it a nd a sk” ) b a se d o n the ir g ro wing und e rsta nd ing o f e a c h o the r’ s
uniq ue p e rso na litie s.
In a no the r insta nc e , Lo lita re fle c te d o n
the first d a y o f wo rking with he r g ro up tha t he r
p e rsp e c tive c ha ng e d re g a rd ing he r p a rtne r.
In o ne o f the p re vio us p ro je c ts o f the
sc ho o lye a r, this stud e nt strug g le d with the
te c hno lo g y a nd fe ll fa r b e hind in the p ro je c t.
Lo lita ha d tho ug ht tha t he r p a rtne r wo uld
ne ve r g e t a nything d o ne , b ut the ve ry first d a y
tha t the y wo rke d to g e the r o n the sc rip t fo r the
c o mme nt, Lo lita ’ s e ntire p e rsp e c tive
c ha ng e d :
I d id n't kno w he r, so a uto ma tic a lly, whe n yo u
d o n't kno w p e o p le yo u ha ve p re jud g me nt o n
the m, a nd I tho ug ht ma yb e she 'd b e
me a n…b ut d uring the c o mic p ro je c t, ma n, she p ulle d thro ug h, a nd she d id suc h
a g o o d jo b , a nd I like d wo rking with he r, b e c a use no t o nly wa s she d o ing wha t
she ne e d e d to , b ut she b ro ug ht a se nse o f humo r to the ta b le so we a ll fe lt
c o mfo rta b le a nd tha t ma d e me fe e l c o mfo rta b le a nd we wo rke d re a lly we ll
to g e the r.
Lo lita ’ s p e rsp e c tive shifte d sig nific a ntly. No t o nly d id she d isc o ve r he r g ro up me mb e r a s
a stro ng wo rke r, b ut she a lso re c o g nize d ho w he r p a rtne r’ s p e so na lity a d d e d a ne w
a nd imp o rta nt d yna mic to the g ro up .
Te re sita , a stud e nt who ra re ly misse s a d e a d line , wa s p a rtic ula rly c ha lle ng e d b y
he r g ro up a nd ha ving to b e d e p e nd e nt o n the m. During the p e e r c ritiq ue o f d ra ft 5,
she re fle c te d o n ho w he r g ro up wo rke d a nd c o mme nte d , "I wa s surp rise d whe n a lo t o f
the m we re a c tua lly d o ne ." The e ntire p ro c e ss o f wo rking to g e the r fo rc e d p e o p le to
c o nfro nt the ir p re jud ic e s, a nd und e rsta nd o ne a no the r.
Fle we lling | 55
Ka t’ s c urre nt p e rsp e c tive o n g ro up wo rk summa rize s this the me . Thro ug ho ut he r
e xp e rie nc e in the Co mic Bo o k Pro je c t, she re c o g nize d tha t e a c h p e rso n in he r g ro up
wa s uniq ue , a nd wo rking with o the rs c a nno t ha ve a o ne -size -fits-a ll a p p ro a c h:
Yo u c a n't just like , b e like , we ll, I'm the o ne who 's d o ing a ll o f the wo rk a nd I g e t
it, c a use tha t's no t wha t it's a b o ut whe n yo u're wo rking with p e o p le . ‘ Ca use yo u
ha ve to kno w the p e o p le a nd yo u ha ve to und e rsta nd the p e o p le in o rd e r to
a c tua lly [c o o p e ra te ] suc c e ssfully, I think.
The me 4: Exp e rie nc ing the “ We ”
At first we we re a ll ve ry stre sse d a nd d id n’ t kno w wha t to d o b e c a use we wo uld
ha ve to c ha ng e o ur who le c o mic . Within the d a y tho ug h, we sha re d a ll o ur
id e a s a nd c a me to a c o mp ro mise . Wo rking to g e the r o n tha t g a ve us a lo t o f
a d va nta g e s like he a ring e ve ry-o ne 's id e a s a nd c ho o sing the b e st o ne s to ma ke
o ur c o mic g re a t.
- Te re sita (in he r fina l p ro je c t re fle c tio n)
Stude nt Pe rsp e c tive
Thro ug ho ut the p ro je c t, I o b se rve d the stud e nts fo rm c o nne c tio ns with o ne
a no the r thro ug h the c o lla b o ra tio n o f the ir id e a s, a nd just virtua lly b y sitting to g e the r
fa c ing e a c h o the r a c ro ss the ta b le . Ea rly o n in the d ra fting p ha se , I sa t o n my sto o l a nd
a tte mp te d to und e rsta nd ho w the g ro up s
wo rke d to g e the r. Tha t d a y, the stud e nts ha d
the ta sk o f sha ring the re se a rc h the y’ d
c o mp le te d a nd ma king c ha ng e s to he lp
ma ke the ir c o mic s mo re e d uc a tio na l fo r
the ir a ud ie nc e .
While o ne o f the stud e nts wa ite d fo r
his c o mp ute r to lo a d so he c o uld b e g in to
sha re his re se a rc h, I o ve rhe a rd b its a nd
p ie c e s o f a c o nve rsa tio n b e twe e n Pa nc hita
a nd the re st o f he r g ro up me mb e rs. The
c o mme nt tha t c a ug ht my a tte ntio n wa s,
“ My g ra nd p a d ie d this Ja nua ry. Why a m I
Fle we lling | 56
ta lking a b o ut this? ” In b e twe e n c o mme nts fro m he r g ro up a b o ut o the r thing s, ADHD
a nd the re se a rc h, who wo uld g o first, Pa nc hita we nt o n to e xp la in, “ He wa s like 70… &
the y g a ve him mo rp hine …”
A fe w se c o nd s la te r, with the c o mp ute r lo a d e d a nd re a d y to g o , the y ha d
mo ve d o n fro m this c o nve rsa tio n a nd b a c k to the ta sk a t ha nd . The c o nve rsa tio n struc k
me b e c a use I b e g a n to se e the re la tio nship s d e e p e n a nd the trust b uild . Eve n he r
q ue stio n to he rse lf, “ Why a m I ta lking a b o ut this? ” illustra te s tha t she he rse lf d id no t fully
und e rsta nd this p ro c e ss. Thro ug ho ut the d ura tio n o f the p ro je c t, the stud e nts
d e ve lo p e d trust b e twe e n o ne a no the r, a nd fo und sup p o rt within the ir c o mmunity, a nd
no t just a s it re la te d to c o mp le ting the ir a ssig nme nts.
Afte rwa rd s, ma ny stud e nts re fle c te d o n the d iffic ulty, b ut a lso o n the imp o rta nc e
o f wo rking to g e the r in a g ro up . Lo lita c o mp a re d the p ro je c t we d id with p ro je c ts she ’ s
d o ne in the p a st, a nd c o nc lud e d ,
The thing is with the se p ro je c ts, yo u kind o f ha ve to ha ve a g ro up …I c a n't
ima g ine d o ing [the c o mic ] b y myse lf witho ut the sup p o rt o f the m, b e c a use the y
we re a re a lly g o o d te a m, a nd we kind o f d e p e nd e d o n e a c h o the r fo r like ,
sup p o rt, a nd fo r a re so urc e o f lite ra lly ta lking to e a c h o the r a nd e njo ying e a c h
o the r's c o mp a ny.
Lo lita is the sa me stud e nt who a p p ro a c he d me a fte r the fina l d a y o f the c o mic , the
d a y tha t e ve ryo ne sta ye d la te a nd wo rke d ha rd to finish the p ro je c t. During o ur
inte rvie w, she we nt into mo re d e ta il a b o ut ho w she fe lt he r g ro up wo rke d to g e the r.
[O]ur te a m p ulle d to g e the r, a nd we a ll kind o f sa t b y e a c h o the r a nd we he lp e d
e a c h o the r o ut. And it wa sn't just he re , I'll he lp yo u, le t's d o this. The y re a lly,
e sp e c ia lly [two stud e nts], the y re a lly he lp e d me p e rso na lly, b ut the n a g a in, like ,
we a ll d id stuff fo r e a c h o the r. SO I wo uld he lp [him], [he ] wo uld he lp [he r], [she ]
wo uld he lp [him], [she ] wo uld he lp [he r], [she ] wo uld he lp .. we a ll c o nne c te d
so me ho w a nd we re a lly p ulle d thro ug h a nd we g o t it d o ne la st minute b ut we
still g o t it d o ne . And I fe lt like we a c c o mp lishe d so me thing a nd it wa s like a
b re a th o f re lie f, a nd I fe lt like fo r o nc e , we c a me to g e the r kind o f like a lmo st like
a fa mily. It wa s re a lly swe e t.
Lo lita e xp e rie nc e d a stro ng se nse o f c o mmunity a s the p ro je c t c o nc lud e d . She
e xp e rie nc e d wha t it fe e ls like to g e t c a ug ht up in the c o mp le tio n o f a ta sk tha t
d e p e nd s o n e a c h p e rso n’ s invo lve me nt.
As the p ro je c t unfo ld e d , Pa tric k a nd I wo uld g uid e the ir re fine me nt o f the ir sc rip ts
b y intro d uc ing ne w sc rip ting re q uire me nts. This o fte n fe lt ve ry stre ssful fo r the stud e nts,
a s the y strug g le d to und e rsta nd ho w to c ha ng e the ir sc rip ts to me e t the ne w sta nd a rd s.
Fle we lling | 57
Dra ft 4 wa s p a rtic ula rly d iffic ult, a nd ma ny stud e nts sp e c ific a lly c o mme nte d o n this
d ra ft a s c a using c o nflic t fo r the ir c o o p e ra tive mo me nts.
In a n inte rvie w, Isa b e lla c o mme nte d o n the d iffic ultie s o f d ra ft 4, a nd a lso o n the
wa y she se rve d to sup p o rt he r g ro up . She sa id , “ [W]he n e ve ryb o d y sa id , ‘ Oh my g o sh, I
c a n't d o it,’ I wa s just like , ‘ Yo u c a n d o ! We c a n d o it! We ha ve to finish, we ha ve to .’ ”
At so me p o int, a s the y d e ve lo p e d und e rsta nd ing s o f o ne a no the r, the y b e c a me
g e nuine c o mmunity fo r o ne a no the r. The y b e c a me a “ we .” Ka t la ug he d whe n she
ta lke d a b o ut he r g ro up sa ying , “ We 're a c tua lly…a re a lly g o o d g ro up , a nd we 've kind
o f a ll b e e n stuc k to g e the r fo r the la st thre e mo nths so we kind o f a ll kno w e a c h o the r.”
Te a c he r Pe rsp e c tive
Within the c o nte xt o f a p ro je c t o r a c o lle g ia l le a rning e nviro nme nt, the
re la tio nship still func tio ns a t the c e nte r o f the wo rk. Pa tric ia S. Mille r a nd Vic ki D. Sta yto n
write a b o ut the c o lla b o ra tive p ro g ra mming o f hig he r e d uc a tio n institutio ns. The y no te ,
"Pa rtic ip a nts b e lie ve d tha t the inte rd isc ip lina ry, c o lla b o ra tive p ro g ra mming in the ir
institutio ns wa s d ue , in la rg e me a sure , to the p e rso na l a nd p ro fe ssio na l re la tio nship s
the y ha d d e ve lo p e d . The ir re la tio nship s we re the e sse nc e o f the c lima te ." As we wo rk to
a c c o mp lish so me thing to g e the r, the p e o p le invo lve d in the p ro c e ss a nd the ir
re la tio nship (o r la c k o f it) p la ys a n imp o rta nt ro le .
Thro ug h the p ro c e ss o f this inte rd isc ip lina ry p ro je c t, Pa tric k a nd I a lso lo o ke d to
o ne a no the r fo r sup p o rt thro ug h the d iffic ultie s a nd c o nfusio n. Eve n b e fo re we b e g a n
the p ro je c t, I ha d se ve ra l mo me nts whe n I wa nte d to g ive up , o ne o f the m b e fo re we ’ d
e ve n sta rte d . We ha d a rra ng e d to ha ve a p la nning me e ting a fe w we e ks b e fo re the
p ro je c t la unc h. We we re p re sse d fo r time o n tha t p a rtic ula r Sund a y – we o nly ha d 45
minute s to c o me up with o ur p ro je c t o utline – a nd we strug g le d to b e g in. No rma lly, we
c a n strike up a c o nve rsa tio n a b o ut a nything , b ut fa c e d with the ta sk, I fe lt stuc k.
“ Wha t d o yo u wa nt to d o ? ” he a ske d , a tte mp ting to e lic it so me id e a s fro m me ,
b ut I ha d no re p ly. He se e me d a g ita te d , a nd ma d e a c o mme nt a b o ut the wa y tha t I
wa s b ra insto rming (o r ra the r, the wa y I wa sn’ t). He sa id , “ I ne e d yo u to g ive me
so me thing , so me va ria b le s, a nd the n I wo rk with tha t.” He to ld me a b o ut ho w he ’ d
Fle we lling | 58
g o ne a b o ut this p ro c e ss with a no the r c o lle a g ue e a rlie r in the we e k, a nd ho w this
c o lle a g ue just se t o ut the p a ra me te rs fo r the p ro je c t, a nd ho w he wa s a b le to find a
wa y to wo rk with it.
I still fe lt stuc k. I d id n’ t kno w wha t he ne e d e d fro m me , a nd I d id n’ t kno w ho w to
b e g in b ra insto rming with him. We b o th fe lt a nno ye d with o ne a no the r, a nd I fe lt like this
wa s just g o ing to b e to o d iffic ult. Cle a rly, we ha ve d iffe re nt wa ys o f thinking a b o ut
p ro je c ts. I fe lt like it wo uld b e e a sie r to just skip this. This fa ile d a tte mp t a t b ra insto rming
o nly se rve d to fo re sha d o w ma ny o the r d iffic ult c o nve rsa tio ns we wo uld ine vita b ly ha ve .
I wa nte d to g ive up the e ntire id e a o f it a ll, a nd I sa id so . But Pa tric k wa sn’ t so
e a sily d issua d e d . He e nc o ura g e d me to c o ntinue g o ing , a nd a lso re mind e d me tha t
we c o uld d o so me thing g re a t to g e the r. So o n e no ug h, we we re d ra wing c o mic s o n a
sc ra p o f p a p e r, a nd d e te rmining sub je c t ma tte r tha t ma tc he d the stud e nts a nd the ir
ne e d s. If no t fo r his e nc o ura g e me nt, I kno w tha t I wo uld ha ve just run the o the r wa y a t
the first sig n o f d iffic ulty.
Afte r the p ro je c t wa s o ve r, Pa tric k c o mme nte d o n the sup p o rt tha t he re c e ive d
fro m me , a s we ll. In fa c t, he p e rc e ive d my ro le within the p ro je c t a s b e ing o ne tha t wa s
p rima rily c o nc e rne d with e mo tio na l sup p o rt. In trying to e xp la in, he fina lly c o nc lud e d ,
la ug hing , “ Yo u’ re De a nna Tro i o n Sta rtre k Ente rp rise .” As I a m no t muc h o f a tre kkie , I
wa s g ra te ful tha t he we nt o n to e xp la in. He sa id ,
She 's like this, we ll, a nd I c a n't e xp la in it. Tha t's the o nly wa y I c a n e xp la in it.
Be c a use Sta rtre k Ne xt Ge ne ra tio n is the o nly p la c e I've a c tua lly se e n this kind o f
ro le . It's lite ra lly a p e rso n who c o unse ls the p e o p le o n the ship to g e t thro ug h the
thing s tha t the y're d e a ling with, no ma tte r wha t the y're d e a ling with, a nd tha t's
wha t I fe lt yo ur ro le wa s. Eve n yo u we re tha t fo r me . A lo t o f the time s whe n I wa s
like , “ I d o n't think this is g o nna wo rk, we 're d o ne , we 're to a st,” yo u we re like , “ No ,
ma yb e yo u ne e d to le t g o o f so me o f the thing s yo u're sa ying a re re a lly
imp o rta nt.” I wa s like , “ Yo u kno w wha t? Yo u're rig ht.” And tha t wa s yo ur ro le
tho ug h. And I d o n't wa nt to sa y tha t it's the mo the r, b e c a use tha t's no t it. The re 's
a lo g ic to he lp ing p e o p le p ursue the ir p e a c e , a nd tha t's wha t I fe e l yo u b ro ug ht
to it.
The func tio n o f o ur “ we ” within the p ro je c t wa s uniq ue , a nd c ritic a l. We b o th se rve d
d iffe re nt ro le s within the p ro je c t we ta ug ht to g e the r, a nd I fully a g re e with him whe n he
we nt o n to sa y:
And [my ro le ] wa s a little b it mo re like [a c a p ta in]. Yo u d o n't ha ve a jo b unle ss
the re 's a c a p ta in the re to b e like , this is the d ire c tio n tha t we 're g o ing in so no w
p e o p le ha ve thing s to g ra p p le with. Like , yo ur ro le p ure ly e xists to he lp p e o p le
Fle we lling | 59
g ra p p le with so me thing , b ut if the y d o n't ha ve a nything to g ra p p le with –
a nd …I'm no t Ca p ta in Kirk o r Pic a rd o r a nything like tha t, b ut I d o fe e l like my ro le
to the thing wa s like , this is wha t we 're p ursuing a nd I've d o ne this b e fo re in
d iffe re nt wa ys, so I kno w.
I re lie d o n Pa tric k a lo t thro ug ho ut the p ro c e ss o f this p ro je c t. He ha d a lo t o f
e xp e rie nc e with c o mic s, a nd we we re ma king c o mic s. I lite ra lly re lie d o n him fo r
d e sig ning the tuto ria ls, a nd he lp ing me und e rsta nd e a c h a sp e c t o f wha t wa s re q uire d
fo r the stud e nts to c o mp le te the p ro je c t. He und e rsto o d the va ria b le s in c o mic b o o k
d e sig n, a nd I truste d him to g uid e us – b o th the stud e nts a nd myse lf – thro ug h tha t
p ro c e ss smo o thly.
Onc e we b e g a n wo rking to g e the r, we b e c a me a te a m, a nd it is ha rd to
ima g ine tha t the p ro je c t c o uld ha ve b e e n suc c e ssful if we ’ d d o ne it a ny o the r wa y.
The me 5: Be c o ming a Pa rt o f So me thing Big g e r
I think my g re a te st a c c o mp lishme nt in this p ro je c t wa s the o ve ra ll c o mic . I wo uld
ha ve ne ve r tho ug ht in a millio n ye a rs tha t I wo uld b e ma king a c o mic . Esp e c ia lly
o ne g o ing to Co mic Co n. I use d to ha te c o mic s in g e ne ra l. Afte r this p ro je c t I
g re w a re sp e c t fo r the p e o p le who ma ke c o mic s b e c a use no w I kno w ho w
muc h ha rd wo rk the y d o to ma ke the m. Whe ne ve r I p a ss b y a sup e rhe ro p ic ture
o r a c o mic , fo r e xa mp le a t Co stc o , I sto p a nd g la re a t the p ic ture s a nd think
‘ tha t is a ma zing ’ . The p e o p le who ma ke the m a re truly ta le nte d I think my
o ve ra ll a c c o mp lishme nt wa s b e ing a b le to b e a p a rt o f ma king c o mic s.
- Te re sita (in he r fina l p ro je c t re fle c tio n)
Stude nt Pe rsp e c tive
The fina l the me tha t e me rg e d fro m the c o o p e ra tive mo me nts, the inte rvie ws,
a nd my o b se rva tio ns wa s tha t so me thing wo uld ha p p e n to the g ro up s, a fte r the y
b e c a me the “ we ” whe re the y wo uld find the mse lve s c a ug ht up in “ me shing id e a s
to g e the r” a nd c re a ting so me thing e ntire ly o utsid e o f the mse lve s, a nd c re a ting a
p ro d uc t tha t b e lo ng e d to e ve ryo ne , a nd no o ne , a t the sa me time .
Fle we lling | 60
This ha p p e ne d a t d iffe re nt time s fo r d iffe re nt
g ro up s, b ut the wa y the y re me mb e re d it wa s
a lwa ys simila r. It sta rte d whe n the y we re c o ming up
with id e a s, a nd e ve ryo ne ha d a d iffe re nt id e a , a nd
sud d e nly, a lmo st b y ma g ic , the y ha d a n id e a tha t
e ve ryo ne like d , a nd the y wo uld n’ t d o it d iffe re ntly,
b e c a use the o utc o me wa s so g o o d .
Eve ryo ne fro m the “ zo mb ie g ro up ”
re me mb e re d Da y 1 fo nd ly. Tha t wa s the d a y tha t
the y re a lly me she d a nd g o t a lo ng . Ka t re c o rd e d this
c o o p e ra tive mo me nt a t the e nd o f tha t first we e k:
We we re c o ming up with o ur id e a fo r o ur c o mic , my
te a mma te s a nd I, a nd I tho ug ht we sho uld ha ve it
mo re like , in sc ho o l a nd the p e o p le just me e t, b ut
my te a mma te s tho ug ht tha t we sho uld d o so me
stuff o n zo mb ie s, a nd I wa sn't sure we sho uld . ‘ Ca use tha t wa s a little we ird . And
so , we fina lly kind a e nd e d up a s we we re writing it me shing it a ll to g e the r a nd it
e nd e d up wo rking o ut. I wa s thinking d uring tha t time tha t the y we re a ll kind o f
c ra zy a nd I wa sn't sure we sho uld ta lk a b o ut zo mb ie s. Wha t I d id wa s tha t I trie d
to ma ke it wo rk so tha t we c o uld a ll ha ve a p a rt in the c o mic a nd the n the
o utc o me wa s a c tua lly re a lly g o o d c a use no w we 're re a lly p ro ud o f o ur c o mic so
fa r a nd we think it's p re tty g o o d .
Ma ny stud e nts re fle c te d o n the “ me shing ” o f id e a s tha t ha p p e ne d . In e ve ry c a se ,
stud e nts c o uld no t re a lly e xp re ss ho w e xa c tly the id e a s c a me to g e the r. The y just kne w
tha t the id e a b e lo ng e d to the g ro up , a nd no t to a ny sing le ind ivid ua l.
Fo r Anna is’ g ro up , the g e ne ra tive d ia lo g ue ha p p e ne d la te r. In a c o o p e ra tive
mo me nt, she re fle c te d ,
In my g ro up , whe n we ha ve d iffe re nt id e a s, we d o n't a ll a g re e so me time s. Like ,
we a ll ha ve so me thing to sa y a nd we wa nt e ve ryo ne to he a r wha t we ha ve to
sa y, so we just, we d o n't ta ke turns a nd stuff. So tha t wa s o ne time . But a no the r
time whe n we d id tha t, we we re a b le to c o mp ro mise o ur id e a s. Wha t we d id
wa s we to o k like b its a nd p ie c e s fro m e a c h id e a we p ut it to g e the r, like , fo r
e xa mp le , o ne o f my te a m me mb e rs tho ug ht o f um, p utting in like , c ha ng ing the
who le sto ry whe n we ha d to d o the Dra ft 4 a nd a no the r o ne wa nte d to just a d d
like , the ra p y, to a d d d e ta ils into the sto ry, a nd wha t I wa nte d wa s to just c ha ng e
the e nd ing . And we a ll ha d the se d iffe re nt id e a s a nd we wa nte d to sha re the m
with e ve ryo ne a nd we wa nte d a ll to use o ur o wn id e a . So wha t we d id wa s we
c o mp ro mise d a nd we a g re e d o n so me thing we a ll wa nte d , inste a d o f, ‘ Oh, I
wa nt mine in mine ’ so I fe e l like this c o o p e ra tive mo me nt we nt re a lly we ll fo r us.
Fle we lling | 61
We , inste a d o f d isa g re e ing a nd stuff, we a c tua lly g o t so me thing d o ne a nd
ma d e a b e tte r sto ry tha n b e fo re .
The re must b e a d o ze n mo me nts whe n stud e nts re fle c te d o n the ir d e sig ns o f
c ha ra c te rs, the c ra fting o f the sc rip t, a nd ho w the y c re a te d to g e the r. Ea c h o f the m
c o nta ins a b it o f a we a b o ut ho w it ha p p e ne d , a nd e ve n a little b it o f c o nfusio n.
Willia m Isa a c s re fe rs to this a s g e ne ra tive dia lo g ue a nd d e fine s it a s, “ a so rt o f
c o lle c tive flo w, d e e p ly me a ning ful d ia lo g ue , unc ha rte d te rrito ry, to g e the r c re a te d
so me thing o utsid e o f o urse lve s” (Isa a c s, 288).
Wha te ve r ha p p e ne d within the ir g ro up s, it wa s striking to no te tha t mo st o f the
stud e nts wo uld no t ha ve ha d it a ny o the r wa y. Afte r the p ro je c t c o nc lud e d , I a ske d
the m to re fle c t o n the q ue stio n, “ If yo u c o uld d o this p ro je c t a g a in, wo uld yo u wa nt the
sa me g ro up ? ” a nd o ut o f 21 re sp o nse s, a ll b ut 3 stud e nts a nswe re d , “ Ye s.”
Ma ny o f the ir re sp o nse s to this q ue stio n we re ve ry e nlig hte ning , a nd c a p ture d a
se nse o f ho w the y e xp e rie nc e d wo rking to g e the r in the p ro je c t. De b b ie wro te , “ If I d id
this p ro je c t a g a in, I wo uld wa nt to b e in the sa me g ro up b e c a use I le a rne d so me thing
ne w. I le a rne d tha t it’ s no t rig ht to jud g e p e o p le b e fo re yo u kno w the m. Whe n I sa w
who my g ro up wa s, I tho ug ht tha t we we re ne ve r g o ing to finish b ut the n I re a lize d tha t I
wa s wro ng .”
Eve n stud e nts who a nswe re d , “ No ,” to the q ue stio n d id so with tho ug htfulne ss,
a nd no t witho ut re fle c ting o n the thing s the y le a rne d fro m wo rking with c ha lle ng e s.
Anna is wro te , “ I wo uld no t like to b e in the sa me g ro up , no t tha t I d id n’ t like the m, it’ s
just tha t I fe lt we d id n’ t ha ve the sa me inte re st a nd the g ro up s we re b a se d o n wha t we
a ll like d . So I fe e l tha t I wa sn’ t p ut o n the rig ht g ro up b e c a use we a lwa ys c a me to
d isa g re e me nts, b ut I fe e l tha t’ s wha t ma d e o ur c o mic stro ng e r a nd mo re e ffe c tive .
Ano the r re a so n why is b e c a use I d o n’ t like the m in p a rtic ula r, so it ma d e me ha rd e r fo r
me to b e und e rsta nd ing . On the o the r ha nd , this p ro je c t ma d e me b e c o me ve ry
und e rsta nd ing a nd p a tie nt.”
Te a c he r Pe rsp e c tive
As I re fle c t o n the p ro je c t, I a m le ft with simila r fe e ling s. I ha ve c la rity a b o ut the
d iffic ulty o f wo rking with a no the r te a c he r, a nd a b o ut trying to a c c o mp lish so me thing
Fle we lling | 62
g re a t. To wa rd s the e nd o f the p ro je c t, Pa tric k a nd I c a me to so me c ritic a l
und e rsta nd ing s o f wha t we g a ine d thro ug h wo rking to g e the r, a nd it wa s a lso a se nse o f
b e c o ming so me thing g re a te r tha n o urse lve s.
Our la st c o nflic t a b o ut me te lling a stud e nt to g o a he a d with the d ra wing wa s
imp o rta nt fo r re me mb e ring why we we re d o ing this in the first p la c e . We me t a g a in a t
my ho use tha t e ve ning , a nd ta lke d a b o ut wha t ha d ha p p e ne d e a rlie r. Thro ug h the
c o nflic t, Pa tric k re a lize d tha t he ha d n’ t re a lly a ske d fo r he lp . He fe lt sure tha t if we ’ d
d o ne the vid e o s to g e the r, the y wo uld ha ve c o me o ut b e tte r, b e e n mo re e a sily
und e rsto o d , b ut he ha d n’ t e ve n tho ug ht to inc lud e me in tha t p ro c e ss. Tha t nig ht, he
re fle c te d , "Yo u c a n't just c re a te thing s o n yo ur o wn, no t if yo u wa nt p e o p le to b e
invo lve d in the m."
He re fle c te d o ut lo ud with me tha t he fe lt tha t his e ntire p e rsp e c tive o n te a c hing
a nd e d uc a tio n wa s g o ing thro ug h a p a ra d ig m shift. Pa tric k p ra c tic e s a ikid o , a nd
like ne d o ur wo rking to g e the r like the e xp e rie nc e he ’ d ha d in a ikid o . He sa id , “ At the
b e g inning , the re is p a in. But a s we g ro w, we a re a b le to ha nd le the p a in in a d iffe re nt
wa y. In the e nd , the re is no p a in.” Thro ug ho ut the 8 we e ks o f o ur p ro je c t, we ha d
e xp e rie nc e d a lo t o f stre tc hing a s we le a rne d o ne a no the r a nd mo ve d thro ug h o ur
e mo tio na l trig g e rs.
Tha t nig ht a s he re fle c te d , I re a lize d tha t o ne o f my ma in c o ntrib utio ns to this
p ro je c t wa s my va lue s a nd p hilo so p hie s, a nd his ma in c o ntrib utio n wa s the p ra c tic a l
e xp e rtise . Initia lly, Pa tric k ha d n’ t wa nte d to d o a c o lla b o ra tive p ro je c t a t a ll. I he lp e d
him und e rsta nd tha t we c o uld ma ke a g ro up p ro je c t p e a c e ful, a nd tha t e ve n whe n it
wa sn’ t p e a c e ful, it wa s wo rth it. To g e the r, we we re a b le to p ut g ra nd io se id e a s into
p ra c tic e . Thro ug h o ur p e rse ve ra nc e d uring the p ro je c t, it ha s o p e ne d his e ye s to
p o ssib ilitie s fo r c o lla b o ra tio n, a nd a lso , o f its b e ne fits.
In this la st c o nflic t, we b o th sta rte d to und e rsta nd the wo rth o f the p a in a nd the
p e rse ve ring . In the mid d le p a rt, the re is o nly me ss a nd fa ith tha t wha t we d o to g e the r is
mo re imp o rta nt a nd mo re me a ning ful tha n wha t we d o a lo ne . In the re so lutio n, the re is
the p ro o f.
Whe n I lo o k a t the p a g e s d ra wn b y so ma ny d iffe re nt a rtists, a nd I re a d the
sto rie s c ra fte d b y so ma ny d iffe re nt mind s, whe n I la y the m a ll o ut a nd se e ho w
Fle we lling | 63
b e a utiful the y b e c a me , I c a n’ t he lp b ut b e c o mp le te ly b a ffle d . No t b a ffle d in the wa y
tha t I wa s a t the b e g inning o f the ye a r, b ut b a ffle d b y ho w we ma na g e d to g e t
thro ug h it. In a ll my ye a rs a s a te a c he r a t a p ro je c t-b a se d le a rning sc ho o l, in a ll o f the
p ro je c ts I ha ve e ve r d o ne , I ha ve ne ve r se e n 100% o f the stud e nts g e t inve ste d a nd
finish the p ro je c t. The re a re a lwa ys o ne o r two tha t g ive up b e fo re the e nd . In the
Co mic Bo o k Pro je c t, 100% o f the stud e nts finishe d the ir p a g e s. The y d id n’ t a ll finish b y
the d e a d line , b ut the y ma d e time a fte r the p ro je c t wa s o ve r to sta y a fte r sc ho o l a nd
wo rk until it wa s d o ne . I d o n’ t kno w ho w e lse to e xp la in tha t, e xc e p t tha t we a ll g o t
swe p t up in so me thing tha t wa s la rg e r tha n o urse lve s, a nd tha t so me thing d e ma nd e d
tha t we se e it thro ug h till the e nd .
Fle we lling | 64
C HAPTER 4: C ONCLUSIONS
I fe e l like the re is a lo t mo re to sa y a ll the time .
- Pa tric k Yuric k (in a n inte rvie w)
This p ro je c t o nly b e g ins to b rush o n the c o mp le xitie s o f g ro up inte ra c tio ns a nd
the ind ivid ua l e xp e rie nc e s tha t o c c ur in a p ro je c t-b a se d le a rning c la ssro o m. I so ug ht to
und e rsta nd the e vo lutio n o f d ia lo g ue s a nd wa ys o f ta lking within the c la ssro o m, a s we ll
a s the e vo lutio n o f stud e nts a s the y g re w a s c o o p e ra tive le a rne rs. At the e nd o f this
p ro je c t, I ha ve le a rne d a lo t a b o ut wha t it me a ns to d e ve lo p c o mmunity in the
c la ssro o m, a nd a lso a b o ut c ultiva ting a n e nviro nme nt whe re te a c he rs a nd stud e nts
a like c a n sp e a k a nd fe e l he a rd .
Summa ry: The The me s
In this stud y, I id e ntifie d five the me s re g a rd ing the e xp e rie nc e o f wo rking
to g e the r in a p ro je c t. The first the me re la te d to the diffic ultie s tha t e me rg e a s stud e nts
a nd te a c he rs b o th wo rk to g ra p p le with the p re ssure s o f wo rking jo intly to wa rd s a
c o mmo n o b je c tive . I so ug ht to id e ntify ho w we p e rc e ive the p re ssure s o f PBL, a nd
the se re la te d ma inly to p re ssure s o f time , d e a d line s, sic kne ss a nd a b se nc e s, a nd
e sp e c ia lly, no t und e rsta nd ing ho w to d o wha t wa s d e ma nd e d . As the se p re ssure s b uilt
up , it le d to the se c o nd ha lf o f this the me , whic h wa s the e xp e rie nc e o f e mo tio na l
trig g e rs. Stud e nts a nd te a c he rs b o th fe lt frustra te d b y misund e rsta nd ing , inse c uritie s,
a nd c o nfro nta tio ns.
The se c o nd the me d e a lt with the p e rc e p tio ns o f c o nflic ts b e twe e n g ro up
me mb e rs. As stud e nts mo ve d fo rwa rd into the thic k o f the p ro je c t, d iffe re nt “ c a mp s”
wo uld e me rg e . Stud e nts fre q ue ntly id e ntifie d the mse lve s a s “ iso la te d ” within the se
a rg ume nts, a nd a n “ I” ve rsus “ the y” p a tte rn e me rg e d fro m the ir re fle c tio ns. The y fe lt
fund a me nta lly se p a ra te fro m the mo ve me nt o f the g ro up .
The third the me tra c ke d the g ro wth o f stude nts’ unde rsta nding s o f the “ o the r.”
Gra d ua lly, a s the y d e ve lo p e d re la tio nship s, stud e nts b e g a n to und e rsta nd the p e o p le
Fle we lling | 65
in the ir g ro up , a nd re la te d to the m a s huma n b e ing s. Stud e nts who the y tho ug ht we re
“ la zy” b e c a me ha rd -wo rking a nd se rio us. Stud e nts who the y tho ug ht we re “ me a n” o r
“ ne g a tive ” tra nsfo rme d to swe e t a nd nic e . Stud e nts a lso b e g a n to und e rsta nd ho w
so me time s we ne e d to b e fle xib le to wo rk with o the rs, und e rsta nd ing o ur o wn
id io sync ra sie s a s we a tte mp t to wo rk to g e the r.
In the fo urth the me , I witne sse d stude nts a nd te a c he rs e xp e rie nc e the g e nuine
sup p o rt o f the g ro up . Fro m o ne a no the r, the y fo und a g re a t so urc e o f c o mmunity,
e nc o ura g e me nt a nd c o mfo rt. Fifth a nd fina lly, a s stud e nts a nd te a c he rs e xp a nd e d into
the “ we ,” the y fo und the mse lve s c a ug ht up in a myste rio us a c t o f c re a tio n, tha t the y
we re a p a rt o f, b ut we re no t in c o ntro l o f. Ofte n stud e nts wo uld d e sc rib e this a s the
“ me shing ” o f id e a s, a nd fo und tha t wha t the y c o uld d o within the g ro up wa s g re a te r
tha n wha t the y c o uld ha ve d o ne a lo ne .
Imp lic a tio ns fo r a Pro je c t-Ba se d Le a rning Pe da g o g y
My p ro je c t c a p ture d a uthe ntic mo me nts o f c o lla b o ra tio n b e twe e n te a c he r a nd
stud e nt, stud e nt a nd stud e nt, a nd te a c he r a nd te a c he r. Isa a c s ‘ the o ry a b o ut
mo ve me nt thro ug h fie ld s o f c o nve rsa tio n we nt b e yo nd the c o nc e p t a nd into the re a l
a s I lo o ke d c lo se ly a t o ur inte ra c tio ns, a nd a ske d stud e nts to re me mb e r the ir
e xp e rie nc e . The se o b se rva tio ns sug g e st se ve ra l c ritic a l imp lic a tio ns fo r e d uc a to rs
c urre ntly wo rking in a p ro je c t-b a se d le a rning e nviro nme nt, a s we ll a s so me inte re sting
p e rsp e c tive s fo r tho se thinking a b o ut mo ving the ir c la ssro o m to wa rd s me a ning ful
p ro je c t d e sig n.
Engage in meaningful work with students and colleagues
As a n a p p ro a c h to te a c hing , p ro je c t-b a se d le a rning me a ns ma ny thing s to
ma ny p e o p le . So me p ro je c ts ta ke o n a fa irly na rro w fo c us, a nd re q uire little o rig ina l o r
c re a tive thinking fro m stud e nts. The se p ro je c ts c a n b e e xtre me ly use ful, e sp e c ia lly a s
the y e ng a g e le a rne rs with the p ra c tic a l a p p lic a tio n o f multip le inte llig e nc e s. Ho we ve r,
a s PBL e vo lve s a s a te a c hing p hilo so p hy, the d ire c tio n o f PBL sho uld mo ve to wa rd s
Fle we lling | 66
p ro je c ts tha t e ng a g e yo ung p e o p le in a d ult wo rld situa tio ns, a nd a sk the m to
p a rtic ip a te in so me thing re a l.
In the Co mic Bo o k Pro je c t, I wo rke d with the multime d ia te a c he r to fa c ilita te the
c re a tio n o f a g ra p hic no ve l a b o ut le a rning d iffe re nc e s. We struc ture d o ur p ro je c t in
suc h a wa y so a s to ma ke e ve ry p e rso n ne c e ssa ry to its c o mp le tio n. No sing le p e rso n
d o mina te d the c re a tive p ro c e ss, a nd no t e ve n the te a c he rs ha d a ll o f the a nswe rs a s
we mo ve d to a c c o mp lish so me thing no o ne ha d e ve r d o ne b e fo re . Eliza b e th So e p
(2008) d e sc rib e s this typ e o f p ro je c t d e sig n a s “ c o lle g ia l p e d a g o g y.” She e xp la ins,
[Co lle g ia l p e d a g o g y] is d iffe re nt fro m c o lla b o ra tive le a rning . Co lla b o ra tive
le a rning imp lie s tha t the re is still a n a d ult who ha s a ll the a nswe rs, a nd who is
ho p e fully d o ing a g o o d jo b o f e ng a g ing yo ung p e o p le in a uthe ntic q ue stio ns
a nd p ra c tic e s…In c o lle g ia l p e d a g o g y, yo ung p e o p le a nd a d ults c a rry o ut
p ro je c ts to g e the r whe re the y a re truly d e p e nd e nt o n o ne a no the r to g e t the
wo rk d o ne . Bo th p a rtie s c o me in with a c e rta in se t o f skills, e xp e rie nc e s a nd
so c ia l ne two rks. This kind o f p e d a g o g y va lue s the p e rsp e c tive s a nd q ue stio ns
tha t yo ung p e o p le b ring , a nd the se nsib ilitie s the y ha ve tha t ma y b e unfa milia r
to the a d ults.
Ea c h stud e nt a nd te a c he r p la ye d a vita l ro le in the c re a tio n o f the c o mic . The te a c he rs
se rve d to p ro vid e d ire c tio n, a nd the stud e nts we re re sp o nsib le to c o ntrib ute uniq ue ly to
the c o nte nt, sto ry, a nd a rt.
As stud e nts e ng a g e d with o ne a no the r in a p ro fe ssio na l a nd re a l wo rld c o nte xt,
the y e xp e rie nc e d wo rking with o ne a no the r in a ve ry simila r wa y tha t I e xp e rie nc e d
wo rking with my c o lle a g ue . We a ll b e c a me inve ste d in wo rking o n a p ro je c t so la rg e
tha t no ne o f us c o uld ha ve d o ne it a lo ne . So e p e nc o ura g e s the c re a tio n o f
e nviro nme nts whe re p e o p le “ find the mse lve s in situa tio ns whe re the y a re just a t the
e d g e o f b e ing in o ve r the ir he a d s.” She e xp la ins tha t in the se kind o f situa tio ns, “ p e o p le
wo uld lo o k a ro und a nd turn to o the rs to find wa ys o f mo ving fo rwa rd .”
Cre a ting "o ve r o ur he a d " c o nd itio ns is a wa y o f ma king e d uc a tio n a b o ut
re la tio nship s, ne c e ssa ry d ia lo g ue , a nd c o nne c tio ns. If a ll we ne e d to kno w is fa c ts a nd
d a te s, if a ll we ne e d to d o is fo llo w a p re -writte n sc rip t, tha t re q uire s no thing . We ne e d
no t p a nic , we ne e d no t to ss a nd turn with wo rry, we ne e d no t d o muc h o f a nything a t
a ll. But if we try to d o so me thing we e a c h c a nno t d o a lo ne , we will find tha t we a re
re a c hing to o ne a no the r to d o it.
Fle we lling | 67
This typ e o f sc ho o ling p ra c tic e will c ha lle ng e und e rsta nd ing s o f wha t it me a ns to
b e “ the te a c he r.” No lo ng e r c a n we re ma in me re ly “ the a nswe r g ive rs.” To e ng a g e in
so me thing re a l, it re q uire s le tting g o o f tho se kind s o f c o mfo rting c o ntro ls. While we c a n
b e e mp o we re d to a tte mp t the se kind s o f inno va tio ns, we must a lso b e ho ne st a b o ut
the fa c t tha t no ne o f this is e a sy. My c o o p e ra ting p a rtne r sa id it we ll whe n he sa id ,
“ [W]ha t I've d isc o ve re d tha t I c a n c o mmunic a te is tha t p ro je c ts a re ha rd . And the
re a so n why we 're trying to a c c o mp lish the m is b e c a use we 're trying to d o so me thing
g re a t. We 're no t trying to …ma ke e d uc a tio n se e m like it's a ll c a nd y a nd p up p ie s a nd
stuff.”
I c o uld le a ve yo u with le sso n p la ns, a nd I c a n c e rta inly e q uip yo u with surve ys,
b ut I c a n le a ve yo u with no thing mo re c ritic a l tha n the a d mo nitio n tha t d o ing
so me thing re a l will ne ve r c o me e a sy. Whe n we g ra p p le with the ine ffa b le , with
ind ivid ua l a nd c o mmuna l e xp e rie nc e , we ne e d to le t o ne a no the r kno w tha t this will
a lwa ys b e a d iffic ult thing to d o . Ne ve rthe le ss, it will a lwa ys b e e no rmo usly wo rthwhile .
Stud e nts c o nfro nt wha t it me a ns to wo rk a ro und d e a d line s, p e rso na lity q uirks, a nd
frustra tio ns. The y ha ve a n o p p o rtunity to wo rk thro ug h re a l c ha lle ng e s in o rd e r to
a c hie ve re a l a c c o mp lishme nts. Mo st imp o rta ntly, the y e xp e rie nc e wha t it fe e ls like to
inve st yo urse lf into so me thing la rg e r tha n yo ur ind ivid ua lity, a nd p a rtic ip a te in the
mira c le o f c re a tio n.
No t o nly will o ur stud e nts b e ne fit fro m d o ing re a l wo rk to g e the r, b ut so will
te a c he rs. Ad ministra to rs sp e nd a lo t o f time a nd e ne rg y ta lking a b o ut p ro fe ssio na l
d e ve lo p me nt, b ut I wo uld a rg ue tha t if yo u wa nt p ro fe ssio na ls to a c tua lly d e ve lo p , g ive
the m time a nd sp a c e to a c c o mp lish so me thing to g e the r. No t o nly d o I b e lie ve tha t
stud e nts le a rn b e st thro ug h d o ing , b ut so d o te a c he rs. Our c urre nt p a ra d ig m o f
e d uc a tio n d o e s no t a llo w fo r te a c he rs to d o muc h mo re tha n me e t to g e the r, b ut I
b e lie ve if we wa nt to se e so me thing inno va tio n ha p p e n in e d uc a tio n, we sho uld ha ve
mo re te a c he rs wo rking with o ne a no the r in the c la ssro o ms.
In The End o f Educ a tio n, Ne il Po stma n e nc o ura g e s a shift in e d uc a tio n to wa rd s
me a ning ful wo rk. He write s, “ ...a t its b e st, sc ho o ling c a n b e a b o ut ho w to ma ke a life ,
whic h is q uite d iffe re nt fro m ho w to ma ke a living .” Po stma n g o e s o n to q uo te He nry
Da vid Tho re a u in Wa lde n, sa ying “ (S)tud e nts sho uld no t p la y life , o r stud y it me re ly,
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while the c o mmunity sup p o rts the m a t this e xp e nsive g a me , b ut e a rne stly live it fro m
b e g inning to e nd . Ho w c o uld yo uths b e tte r le a rn to live tha n b y a t o nc e trying the
e xp e rime nt o f living ? ” (Po stma n, 94).
As stud e nts a nd te a c he rs e ng a g e d to g e the r in me a ning ful wo rk, we a ll c a me to
ne w p e rsp e c tive s tha t c ha lle ng e d us uniq ue ly. With a unit stud y o r a c la ss a c tivity,
te a c he rs c a lc ula te the le a rning o utc o me s, b ut with a n a uthe ntic p ro je c t, the o utc o me
b e c o me s unp re d ic ta b le , just like re a l life . Stud e nts le a rne d a lo t a b o ut Huma nitie s a nd
Multme d ia , inc lud ing ho w to write sc rip ts, d e ve lo p c ha ra c te rs, re se a rc h a nd a nno ta te
so urc e s, d ra w c o mic s, d ra ft p a g e s, ink the ir illustra tio ns, a nd d ig ita lly e d it the ir a rtwo rk.
But in the ir re fle c tio ns, stud e nts c o mme nt o n muc h mo re tha n the se c o nte nt sta nd a rd s
a nd skills. So me stud e nts to o k a wa y le sso ns o n jud g ing o the rs b a se d o n p re jud ic e s,
while o the rs le a rne d the d iffic ult ta sk o f trusting so me o ne e lse to c o ntrib ute to a
c o lla b o ra tive e ffo rt. We a ll le a rne d thing s tha t we c o uld ne ve r ha ve p re d ic te d we
wo uld ha ve le a rne d , a nd this is b e c a use we a ll d a re d to e ng a g e in so me thing re a l.
Provide structures for success
While the o utc o me s o f o ur le a rning wa s unp re d ic ta b le , we struc ture d the p ro je c t
to a rrive a t a p re d ic ta b le a nd c o nsiste nt p ro d uc t. As we e ng a g e d with the stud e nts in
p ro fe ssio na l wo rk, we a lso a ske d the m to g o thro ug h p ro fe ssio na l p ro c e sse s. Pa tric k
a nd I c a re fully sc a ffo ld e d the p ro je c t to a llo w time fo r multip le d ra fts a nd nume ro us
c he c kp o ints fo r fo rma tive a sse ssme nt fro m a va rie ty o f d iffe re nt vo ic e s. All o f the ir wo rk
to o k p la c e within the c o nte xt o f a re a l wo rld a ud ie nc e (e .g . Co mic -Co n), whic h a lso
p ro vid e d the stud e nts with a uthe ntic inc e ntive to mo ve thro ug h the a rd uo us p ro c e ss o f
c re a ting a p ro fe ssio na l p ro d uc t.
We b e g a n o ur p ro je c t with o ne a nd a ha lf we e ks o f to p ic e xp lo ra tio n. We a ske d
stud e nts to c re a te p o ste rs a b o ut a le a rning d iffe re nc e o f the ir c ho ic e to e d uc a te the
c la ss a b o ut the va rie ty o f to p ic s tha t the y c o uld fo c us o n in the ir c o mic sc rip ts. Afte r the
p re se nta tio ns, we c re a te d g ro up s b a se d o n the ir inte re sts fo r the to p ic o f the ir sc rip ts.
The stud e nts wro te the ir sc rip ts in two we e ks, with a ne w d ra ft o f the sc rip t d ue e a c h
d a y. Stud e nts c re a te d b e twe e n 6-9 d ra fts o f the ir sc rip ts. The stud e nts wo rke d o n the ir
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a rtwo rk fo r thre e we e ks, a nd e a c h stud e nt c o mp le te d multi-vie w c ha ra c te r ske tc he s o f
e a c h o f the ir ma in c ha ra c te rs, a nd c re a te d b e twe e n 7-9 d ra fts o f the ir a rtwo rk.
Stud e nts e xp e rie nc e d multip le le ve ls o f re vie w. We a ske d the stud e nts to
re g ula ry p a rtic ip a te in p e e r c ritiq ue a nd re sp o nd to sp e c ific q ue stio ns tha t fo c use d o n
o ne o r two ma jo r a re a s fo r imp ro ve me nt. At the e nd o f the sc rip t writing p ro c e ss,
stud e nts sub mitte d the ir sc rip ts to e xp e rts fo r se nsitivity re vie w, a nd the n ma d e e d its to
the ir d ia lo g ue b a se d o n the fe e d b a c k the y re c e ive d . Pa tric k a ssig ne d e a c h g ro up a
Gra p hic No ve l Pro je c t stud e nt me nto r. Pe rio d ic a lly, stud e nts sub mitte d the ir a rtwo rk to
the ir me nto r, a lo ng with sp e c ific q ue stio ns to e lic it sp e c ific fe e d b a c k. Ea c h a sp e c t o f
the p ro je c t wa s c a re fully sc a ffo ld e d with c o mmo n c he c kp o ints to e nsure tha t e ve ry
stud e nt c o mp le te d the ir p ro je c t to a p ro fe ssio na l sta nd a rd .
The d re a m o f d isp la ying wo rk a t Co mic -Co n p ro vid e d a stro ng inc e ntive fo r
ma ny stud e nts a s the y mo ve d thro ug h so ma ny d ra fts o f the ir wo rk. At the e nd o f the
p ro je c t, stud e nts fe lt a c c o mp lishe d b o th b e c a use o f ho w ha rd the y ha d wo rke d to
c o mp le te the ir c o mic , a nd a lso b e c a use the y sa w the d e stina tio n fo r the ir sto rie s. Ma ny
stud e nts re fle c te d o n this a c hie ve me nt, a nd c o mme nte d tha t the y fe lt p rivile g e d to
ha ve the o p p o rtunity to c re a te wo rk o f va lue .
Reimagine conflict and cooperation in the classroom to foster authentic community
Ano the r c o nse q ue nc e o f wo rking to g e the r to a c c o mp lish so me thing is tha t it
c a n le a d to the d e ve lo p me nt o f a n a uthe ntic c o mmunity o f le a rne rs. Thro ug ho ut the
c o urse o f this stud y, I witne sse d the d ia lo g ue s e vo lve a nd mo ve in a p a tte rn tha t
re fle c te d Isa a c s’ und e rsta nd ing o f the “ Fie ld s o f Co nve rsa tio n.” Stud e nts b e g a n in a
p la c e o f no t-kno wing , a nd the n mo ve d to wa rd s a nta g o nism a nd o the rizing , the n to
re fle c tio n a nd fina lly, to c o lle c tive c re a tio n. This e vo lutio n o f d ia lo g ue a nd wo rking
to g e the r re q uire s te a c he rs to d e e p e n the ir und e rsta nd ing s o f wha t it me a ns to ta lk
to g e the r. We ne e d to re -ima g ine wha t a c la ssro o m lo o ks a nd fe e ls like , if stud e nts a re
to truly b e ne fit fro m a uthe ntic d ia lo g ue s a nd g e nuine ly c o nne c ting with o ne a no the r
thro ug h wo rking to g e the r.
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Te a c he rs c a n te nd to wa nt to stifle “ o ff-ta sk” c o nve rsa tio ns tha t o fte n ha p p e n in
the first fie ld o f d ia lo g ue , witho ut re c o g nizing tha t the re la tio nship s fo rme d thro ug h “ o ffta sk” c o nve rsa tio ns c ritic a lly sup p o rt the d e ve lo p me nt o f und e rsta nd ing s tha t le a d to
re fle c tio n a nd c re a tio n. Simila rly, te a c he rs ma y wa nt to inte rve ne in c o nflic ts o r
a rg ume nts. We fe a r the p a in a nd suffe ring o f stud e nts g e nuine ly g e tting into c o nflic t
with o ne a no the r, a nd ye t, if we c a n sup p o rt the m in the p a in, the y ma y b e a b le to
mo ve thro ug h it a nd into the sub se q ue nt fie ld s.
In c la ssro o m d ia lo g ue s, e ve rything b e lo ng s. All sta g e s a re use ful. Isa a c s re mind s,
“ It c a n se e m p ro mising tha t o ne sp a c e [o f d ia lo g ue ] ma y b e mo re e nlig hte ne d , mo re
a ttra c tive , tha n a no the r, tho ug h this is in p ra c tic e no t true . Ea c h sp a c e is e sse ntia l…. [I]t
is the susta ining o f the mo ve me nt thro ug h the sp a c e s tha t is imp o rta nt he re ” (Isa a c s,
262).
If the d ia lo g ue s a re to b e me a ning ful to the p e o p le invo lve d , the re is no wa y to
fo rc e o r g uid e stud e nts o r te a c he rs thro ug h the e vo lutio n. “ Pa rtic ula rly fo r a c tio no rie nte d p e o p le , it is q uite frustra ting to re a lize tha t we simp ly c a nno t ma ke d ia lo g ue
ha p p e n” (Isa a c s, 262). Ne ve rthe le ss, we c a n se e k to c ultiva te c o nd itio ns fo r d ia lo g ue s
to e me rg e na tura lly, a nd fo r p e o p le to fe e l sa fe to mo ve thro ug h the d iffe re nt c risis
p o ints. Isa a c s d isc usse s the imp o rta nc e o f le a d e rs o f d ia lo g ue a s b e ing “ c o nve no rs,” o r
p e o p le who he lp o the r p e o p le c o me to g e the r. The e ne rg ie s o f liste ning , re sp e c t, vo ic e ,
a nd susp e nsio n must b e a c tive ly e nc o ura g e d a nd p ra c tic e d (Isa a c s, 291).
My c la ssro o m o f stud e nts strug g le d with the rule s fo r c o mmunic a tio n, a nd I
e sta b lishe d ma ny d iffe re nt struc ture s to he lp the m und e rsta nd a nd p ra c tic e
c o mmunic a tio n to e nha nc e stud e nt vo ic e in the c la ssro o m. I intro d uc e d va rio us
p ro to c o ls, e nfo rc e d time s o f sile nc e fo r ind ivid ua l tho ug ht a nd p re p a ra tio n, a nd ha d
stud e nts utilizing te c hno lo g ic a l me d iums to c o mmunic a te . Ho we ve r, I ne ve r e q ua te d
the ir c o mmunic a tio n with o ne a no the r a s a p a rt o f the ir fina l g ra d e . Inste a d , the d e sig n
o f the p ro je c t he lp e d to fo c us the ir a tte ntio n o n the va lue o f wha t we we re trying to
a c c o mp lish to g e the r. The func tio n o f o ur e xhib itio n wa s c ritic a l, b e c a use stud e nts fe lt
p rivile g e d to ta ke p a rt in a n o p p o rtunity to g e the r. The p ro je c t wa s to o la rg e to
a c c o mp lish ind ivid ua lly, a nd the y ne e d e d e a c h o the r no t o nly fo r sup p o rt, b ut a lso fo r
he lp a lo ng the wa y.
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As we a tte mp te d to d o so me thing to g e the r, re la tio nship s d e e p e ne d a nd o ur
c o mmunity d e ve lo p e d . I fe e l like Lo lita sa id it b e st whe n she d e sc rib e d wha t ha p p e ne d
o n o ur “ sta y-la te ” d a y, whe re a ll o f the stud e nts sta ye d until 7:00PM to finish the ir p a g e s
fo r the p ro je c t. She re c o lle c te d , “ [W]e a ll c o nne c te d so me ho w a nd we re a lly p ulle d
thro ug h a nd we g o t it d o ne la st minute b ut we still g o t it d o ne . And I fe lt like we
a c c o mp lishe d so me thing a nd it wa s like a b re a th o f re lie f, a nd I fe lt like fo r o nc e , we
c a me to g e the r kind o f like a lmo st like a fa mily. It wa s re a lly swe e t.”
Initiate a focus on social and emotional development
Fina lly, e d uc a tio n must c o ntinue to mo ve to wa rd s the so c ia l a nd e mo tio na l
ne e d s o f o ur stud e nts. This shift is a lre a d y ta king p la c e in o the r c o untrie s in the wo rld ,
suc h a s Austra lia a nd So uth Afric a . To p ut it simp ly, so c ia l a nd e mo tio na l le a rning (SEL)
fo c use s o n the d e ve lo p me nt o f the “ c a p a c ity to re c o g nize a nd ma na g e e mo tio ns,
so lve p ro b le ms e ffe c tive ly, a nd e sta b lish p o sitive re la tio nship s with o the rs” (Zins a nd
Elia s, 2006).
The Unite d Sta te s se e ms to ha ve a p re o c c up a tio n with sta nd a rd ize d te sts, thing s
tha t c a n b e c ha rte d a nd g ra p he d , with thing s tha t c a n e a sily b e a nswe re d o n a
Sc a nTro n. Ho we ve r, while the na tio na l d ro p o ut ra te re ma ins a t 30%, a nd in la rg e c itie s
inc re a se s to 50%, it is imp e ra tive tha t we think c ritic a lly a b o ut wha t is b e ing ta ug ht a nd
le a rne d in o ur sc ho o l syste ms.
As o ur so c ie ty b e c o me s fa c e d with inc re a sing ly mo re c o mp lic a te d p ro b le ms,
suc h a s vio le nc e in sc ho o l, te e na g e p re g na nc ie s, g a ng a c tivity, suic id e , a nd b ullying ,
re se a rc he rs a re lo o king fo r so lutio ns, a nd a re find ing tha t the y ma y b e re la te d to
a d d re ssing mo re tha n the inte lle c tua l ne e d s o f o ur stud e nts. Jo se p h E. Zin a nd Ma uric e
J. Elia s ma ke a stro ng c a se fo r SEL in Childre n’ s Ne e d s. The y c ite the re se a rc h o f Wa ng ,
Ha e rte l, a nd Wa lb e rg (1997), who “ e xa mine d 28 c a te g o rie s o f influe nc e s o n le a rning ,
whic h the y b a se d o n re vie ws o f 179 ha nd b o o k c ha p te rs, 91 re se a rc h synthe se s, a nd
surve ys o f 61 na tio na l e xp e rts. Wa ng e t a l. fo und tha t 8 o f the 11 mo st influe ntia l
c a te g o rie s invo lve d so c ia l a nd e mo tio na l fa c to rs (e .g ., stud e nt–te a c he r so c ia l
inte ra c tio ns, c la ssro o m c lima te , a nd p e e r g ro up )” (Zins a nd Elia s, 2006).
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In a c lima te o f c o nte nt sta nd a rd s a nd multip le -c ho ic e te sts, it c a n b e te mp ting
to se e the a c a d e mic fa c ts a s a ll tha t ma tte r within the c la ssro o m. Ho we ve r, Jo hn
De we y write s, a nd I a g re e , tha t “ [w]he n tre a ting it a s a b usine ss o f this so rt te nd s to
p re c lud e the so c ia l se nse whic h c o me s fro m sha ring in a n a c tivity o f c o mmo n c o nc e rn
a nd va lue , the e ffo rt a t iso la te d inte lle c tua l le a rning c o ntra d ic ts its o wn a im. We ma y
se c ure mo to r a c tivity a nd se nso ry e xc ita tio n b y ke e p ing a n ind ivid ua l b y himse lf, b ut
we c a nno t the re b y g e t him to unde rsta nd the me a ning whic h thing s ha ve in the life o f
whic h he is a p a rt. We ma y se c ure te c hnic a l sp e c ia lize d a b ility in Ale g b ra , La tin, o r
b o ta ny, b ut no t the kind o f inte llig e nc e whic h d ire c ts a b ility to use ful e nd s” (De we y, 39)
[e mp ha sis a d d e d ].
The ric hne ss o f o ur le a rning thro ug ho ut this p ro je c t re fle c ts o ur d e e p ne e d to
c re a te me a ning a nd c o mmunity jo intly. Stud e nts le a rne d a b o ut a c ritic a l c ivil rig hts
issue fa c ing the Unite d Sta te s to d a y, a nd the y b e c a me fa r mo re a d e p t a t using
te c hno lo g y to c re a te a rt, a nd the y e ve n stre ng the ne d the ir skills a s c re a tive write rs, b ut
la rg e ly wha t the y to o k a wa y fro m the p ro je c t wa s the a c c o mp lishme nt tha t c a me fro m
wo rking with o the rs in a g ro up .
But no ne o f this c a me e a sily. As my stud y d e mo nstra te s, e ve n whe n a d ults c o me
into sp a c e s o f wo rking to g e the r, the y a re c o nfro nte d with d e e p , p syc ho lo g ic a l p a ins
a nd a nxie tie s. Wo rking with a no the r huma n b e ing is vulne ra b le , a nd we must a ntic ip a te
tho se p a ins a nd he lp stud e nts mo ve thro ug h the m, e ve n a s we mo ve thro ug h tho se
d iffic ultie s, to o . In SEL, five ke y c o mp e te nc ie s a re p ra c tic e d , whic h inc lud e : Se lfa wa re ne ss, so c ia l a wa re ne ss, re sp o nsib ile d e c isio n-ma king , se lf-ma na g e me nt, a nd
re la tio nship skills (Zins a nd Elia s, 2006).
In this p ro je c t, stud e nts we re a ske d to c o ntinua lly re fle c t o n the mse lve s a s
c o o p e ra tive le a rne rs, a nd we re g ive n multip le e ntry p o ints to und e rsta nd the mse lve s a s
le a rne rs a nd a s p e o p le . This c o mmo n la ng ua g e he lp e d stud e nts und e rsta nd the ir
d iffe re nc e s, a nd re fle c t o n the ir p a in in a wa y tha t a llo we d the m to mo ve fo rwa rd with
the ir g ro up s, ra the r tha n sta y in the fie ld o f d isa g re e me nt a nd c o nflic t. If we a re a sking
stud e nts to d o re a l thing s with re a l p e o p le , it is no t e no ug h to sa y, “ He re ’ s yo ur p ro je c t!
Go !” a nd the n e xp e c t the m to fig ure it o ut, b e c a use the ir g ra d e s d e p e nd o n it. The y
ne e d to b e c a re fully sup p o rte d a lo ng the wa y, b o th so c ia lly a nd e mo tio na lly.
Fle we lling | 73
In c o o p e ra tive le a rning , a s te a c he rs, we must a lso a ntic ip a te the re a lity o f
c o nflic t. Co nflic t is a na tura l thing , a nd o c c urs whe ne ve r two p e rsp e c tive s c ro ss p a ths.
Na tura lly, we sp e a k a nd a c t o ut o f o ur o wn und e rsta nd ing s a nd e xp e rie nc e s, a nd it is
ra re tha t tho se c o mp le te ly a lig n. Esp e c ia lly whe n b o th a c to rs re a lly c a re a b o ut the
o utc o me s, the y will b e d rive n into c o nflic t situa tio ns. While this c a n b e sc a ry to
na vig a te , a nd e ve n sc a rie r to ma na g e , we sho uld p ursue c o nflic t re so lutio n, no t
c o nflic t p re ve ntio n o r d e nia l.
The p e d a g o g ie s tha t g a ve rise to p ro je c t-b a se d le a rning na tura lly le nd
the mse lve s to SEL, b ut a ll c la ssro o ms c a n b e ne fit fro m p la c ing mo re o f a n e mp ha sis o n
the o the r c o mp e te nc ie s tha t he lp fo ste r c ritic a l, b a la nc e d mind s in o ur yo ung c itize ns.
Stro ng c o rre la tio ns ha ve b e e n fo und b e twe e n a c a d e mic suc c e ss a nd so c ia l-e mo tio na l
he a lth. SEL p ro g ra mming yie ld e d a n a ve ra g e g a in o n a c hie ve me nt te st sc o re s o f 11 to
17 p e rc e ntile p o ints (Pa yto n e t. a l., 16).2 PBL c la ssro o ms tha t fo c us o n c o o p e ra tio n a nd
g ro up wo rk must no t ne g le c t the d iffic ult p ro c e ss o f he lp ing stud e nts d e ve lo p
a wa re ne ss o f the mse lve s, the ir e mo tio ns, the ir p e rso na litie s a nd te nd e nc ie s, a nd the
skills o f ho w to e ng a g e with o the rs in d o ing re a l wo rk. An e mp ha sis o n SEL in the
c la ssro o m will no t o nly e nha nc e the p ro je c t o r a c a d e mic o utc o me s, b ut it will g o a
lo ng wa y in he lp ing the lo ng te rm life o utc o me s fo r b o th o ur stud e nts a nd o urse lve s.
Pro je c t-b a se d le a rning c a n p ro vid e sig nific a nt le a rning o p p o rtunitie s fo r o ur
sc ho o ls to d a y, e sp e c ia lly a s o ur e d uc a tio na l c lima te e vo lve to wa rd s 21st c e ntury
le a rning . In this e ra , we c a nno t me re ly a sk stud e nts to le a rn c o nte nt, b ut to a lso le a rn
ne w wa ys to utlize c o nte nt in me a ning ful wa ys . The imp lic a tio ns p re se nte d he re d o no t
o p e ra te in iso la tio n: re a l wo rk ne c e ssita te s re a l struc ture s, b o th with c le a r d ire c tive s to
the p ro d uc t a nd with a tte ntio n to so c ia l a nd e mo tio na l ne e d s. Fina lly, a s we a sk o ur
stud e nts to mo ve in ne w d ire c tio ns with the ir le a rning , we a lso must mo ve in this
d ire c tio n with a willing ne ss to e ng a g e in inte rd isc ip lina ry re la tio nship s with o ur
c o lle a g ue s. Co lla b o ra tive p ro je c ts p ro vid e a p o we rful re mind e r tha t we le a rn b e st a s
we le a rn to g e the r – te a c he r-with-stud e nt, stud e nt-with-stud e nt, a nd te a c he r-withte a c he r.
Fle we lling | 74
Reflection
I a m a Huma nitie s te a c he r b e c a use I a m p a ssio na te a b o ut vo ic e . We c o uld
p ro b a b ly tra c e b a c k this p a ssio n to whe n I wa s just two ye a rs o ld , first d isc o ve ring my
o wn sto rie s a nd se nte nc e s struc ture s, b ut if we g o tha t fa r b a c k, we d o n’ t ha ve a ny
time fo r d e ta ils.
So le t’ s g o b a c k to a g e 13, whic h is whe n I b e g a n my lo ng a nd tra nsfo rma tio na l
jo urne y into a c a d e mic d e b a te a nd p ub lic sp e a king . At tha t time , I wa s the q uie te st g irl
fro m who m yo u’ d ne ve r g o tte n a re sp o nse . I b e g a n d e b a ting b e c a use so me o ne sa id I
sho uld , a nd o nc e I sta rte d , I ne ve r sto p p e d . I b e c a me a d d ic te d to id e a s, p e rsp e c tive s,
a nd c o mmunic a tio n. The o p p o rtunity to sp e a k a nd b e he a rd c ha ng e d me c o mp le te ly.
I fe lt e mp o we re d . I fe lt like I ha d so me thing to sa y.
Fa st-fo rwa rd to my first ye a r a s a te a c he r a t Hig h Te c h Hig h Chula Vista . I wa lke d
into my c la ssro o m with ma ny p hilo so p hie s, le sso n p la ns, a nd p ro je c ts, b ut with a sing ula r
c o nvic tio n, whic h I lite ra lly wro te o n my white b o a rd : “ Yo u ha ve so me thing to sa y: So
sa y it!” Tha t first ye a r wa s le d with unb rid le d c o nvic tio n. I so ug ht to b ring e ve ry
o p p o rtunity to my stud e nts to sp e a k the ir mind s, the ir fe e ling s, a nd the ir c ra zy
e xp e rie nc e s. Tha t first ye a r wa s lo ud .
I q uic kly le a rne d tha t ha ving the c o ura g e to sp e a k wa s no t e no ug h fo r a
le a rning c o mmunity. As a c la ssro o m, we a lso ne e d e d b e c o me a n a ud ie nc e tha t wo uld
b e willing to liste n. In my re fle c tio ns fro m tha t first ye a r, my fie rc e st wo nd e ring wa s b o rn:
“ Ho w d o we sp e a k a nd fe e l he a rd ? ”
So my re se a rc h q ue stio n ha s b e e n with me fo r my e ntire life . I ha ve wo nd e re d
this a s it a p p lie s to frie nd s a nd fa mily, the c la ssro o m, the c o p y ro o m, the sta ff me e ting ,
a nd the wo rld a t la rg e . Whe n I b e g a n d ra fting my a c tio n re se a rc h p ro je c t p ro p o sa l in
Ma rc h 2010, I wa nte d to a sk this q ue stio n to e ve ryo ne ! I e sp e c ia lly wa nte d to a sk this
q ue stio n to my sta ff. Ba c k the n, my q ue stio n wa s, “ Ho w c a n we c ultiva te a n
e nviro nme nt whe re e ve ry me mb e r o f o ur te a c hing c o mmunity fe e ls he a rd ? ”
With my c ha ra c te ristic “ unb rid le d c o nvic tio n,” I d e ve lo p e d a p ro je c t to e xa mine
ho w te a c he rs sp e a k a nd fe e l he a rd within o ur p ro fe ssio na l le a rning c o mmunitie s. I
wa nte d to stre tc h myse lf to c o mmunic a te mo re with my c o lle a g ue s, to und e rsta nd
Fle we lling | 75
ho w the y fe lt, a nd to d isc o ve r ho w to d e ve lo p a stro ng e r p ro fe ssio na l c o mmunity. As I
sta rte d d o wn this p a th, I b e g a n to und e rsta nd re g re tfully tha t the re wa s no wa y tha t I,
a s a full-time te a c he r, c o uld ho p e to inve stig a te the tho ug hts a nd fe e ling s o f my e ntire
sta ff. I simp ly d id n’ t ha ve the time , no r the a utho rity.
So I to o k my q ue stio n b a c k to my c la ssro o m. I c ha ng e d it to re fle c t my a nd the
stud e nts’ e xp e rie nc e s wo rking to g e the r in p ro je c ts, whic h is a sig nific a nt d riving fo rc e in
the c urric ulum a t HTHCV. I sup p o se d tha t p ro je c t d e sig n in ma ny wa ys g o e s b a c k to o ur
d ia lo g ue s, a nd so I wa nte d to und e rsta nd , “ Ho w d o we e xp e rie nc e wo rking to g e the r in
p ro je c ts? ”
In the p a st se ve ra l ye a rs o f my te a c hing c a re e r, I ha d a lre a d y d o ne a lo t o f wo rk
with my Ma th/ Physic s te a c hing p a rtne r to e xp lo re stud e nts’ se lf a nd so c ia l a wa re ne ss.
Initia lly, I wa s d isa p p o inte d tha t my re se a rc h p ro je c t c o uld no t b e “ so me thing ne w,”
b ut tha t fe e ling c ha ng e d whe n I me t the To o tie Fro o tie s.
Fro m the ve ry b e g inning , the y we re a d iffe re nt kind o f c la ssro o m. The y
c ha lle ng e d me with the ir c o nsiste ntly ne g a tive a ttitud e s, no isy c ha tte r, a nd a p p a re nt
d isre g a rd fo r o ne a no the r’ s fe e ling s. My o rig ina l q ue stio n fe lt re le va nt a mo ng st the m:
Ho w c a n we , myse lf a nd e a c h stud e nt in this c la ss, sp e a k a nd fe e l he a rd ? Whe n I
b e g a n the p ro je c t, I tho ug ht I kne w. I a t le a st tho ug ht I kne w whe re to b e g in. But the
To o tie Fro o tie s b ro ug ht me b a c k to sq ua re o ne .
Fo r the first se ve ra l mo nths o f my a c tio n re se a rc h p ro je c t, I fe lt a b so lute ly b a ffle d .
My g ra d ua te a d viso r re mind e d me tha t e ve rything wa s use ful he re . The ir ne g a tive
a ttitud e s a nd c ha tte r wa s a p a rt o f my find ing s. He re a ssure d me tha t the a c tio n
re se a rc h p ro je c t is o ne tha t c ha ng e s whe n yo u me e t yo ur stud e nts, a nd tha t I wa sn’ t
d o ing this “ wro ng ” e ve n tho ug h I wa sn’ t find ing a ny o b vio us a nswe rs.
Inste a d o f le a d ing with surve ys a b o ut c o o p e ra tio n, sp e a king , o r fe e ling he a rd ,
my d a ta c o lle c tio n b e g a n whe n I sta rte d to inve stig a te the b a c kg ro und s a nd histo rie s
o f e a c h ind ivid ua l in my c la ssro o m. I re a lize d muc h la te r tha t this is a ne c e ssa ry p a rt
wha t it me a ns to “ wo rk to g e the r” in the c la ssro o m. While it d o e sn’ t a lwa ys ha p p e n first,
b uild ing re la tio nship s is a c ritic a l c o mp o ne nt o f ho w we c a n sp e a k to o ne a no the r a nd
fe e l he a rd .
Fle we lling | 76
In Oc to b e r, I c o nta c te d Pa tric k Yuric k, o ur multime d ia te a c he r, a nd a ske d him if
he wo uld b e inte re ste d in c o lla b o ra ting with my te a m o f stud e nts, a nd with me in my
g ra d ua te re se a rc h. Altho ug h I c o uld no t wo rk with a ll o f my c o lle a g ue s in my g ra d ua te
re se a rc h, I still wa nte d the o p p o rtunity to c ha lle ng e myse lf to c o lla b o ra te , e ve n a s I wa s
a sking my stud e nts to d o the sa me thing with o ne a no the r. Fro m the se c o nve rsa tio ns,
the Co mic Bo o k Pro je c t e me rg e d a nd we b e g a n o ur p ro je c t with the stud e nts in
No ve mb e r.
This p ro je c t c ha lle ng e d me in ma ny wa ys. First, I wa s c o nsiste ntly c ha lle ng e d to
wo rk with the To o tie Fro o tie s. In writte n the sis, it ma y se e m a s tho ug h e ve rything
b e c a me ma g ic a lly p o ssib le o nc e we sta rte d this p ro je c t. In re a lity, the c la ssro o m
c o ntinue d to strug g le to sta y fo c use d , to b e kind , a nd to turn in the ir wo rk o n time .
Pa tric k a nd I struc ture d the Co mic Bo o k Pro je c t in suc h a wa y a s to ma ke e ve ry sing le
p e rso n ne c e ssa ry to its suc c e ss. This me a nt tha t we we re fo rc e d to re ly o n o ne a no the r,
whe the r o r no t tha t e ve n se e me d p o ssib le . And mo stly, it d id n’ t.
As a te a c he r re se a rc he r, I wa s frustra te d b e c a use my p o we rs o f o b se rva tio ns
c o uld no t wo rk in this c la ssro o m. I wa nte d to b e a b le to d o c ume nt mo me nts o f
c o lla b o ra tio n ha p p e ning a mo ng st the d iffe re nt g ro up s, b ut the no ise le ve l in the ro o m
me a nt tha t I c o uld ra re ly se e m to se e the ma g ic ha p p e n. It wa s like trying to iso la te a
sing le p ie c e o f d e b ris in a hurric a ne . Eve rything mo ve d to o q uic kly, to o no isily, fo r me to
fo c us o n a ny o ne thing . So me d a ys, I le ft c la ss fe e ling le ss like a re se a rc he r, a nd mo re
like vo lume c o ntro l.
Inste a d o f mo me nts I c o uld no t c a p ture thro ug h me re o b se rva tio n, my re se a rc h
fo c use d o n the stud e nt e xp e rie nc e s a nd re c o lle c tio ns o f the p ro je c t. I a ske d stud e nts to
“ d o c ume nt-a s-yo u-g o ,” using a ud io re c o rd ing so ftwa re . I a lso ha d the p rivile g e o f
inte rvie wing e ig ht d iffe re nt stud e nts. The y sha re d with me the ir uniq ue situa tio ns, the ir
p e rsp e c tive s a nd e xp e rie nc e s, a nd I p ra c tic e d liste ning . So me o f the situa tio ns tha t
the y d e sc rib e d I va g ue ly re me mb e re d , b ut I ne ve r sa w a s muc h a s the y d id . In this
ma nne r, my stud e nts b e c a me my c o -inve stig a to rs.
The se c o nd hug e c ha lle ng e I fa c e d wa s le a rning ho w to wo rk with a ne w
c o lle a g ue . Pa tric k a nd I b o th ha ve ma ny stre ng ths a s te a c he rs, b ut we a lso ha ve
d ra stic a lly d iffe re nt wo rld vie ws a nd te a c hing p e rsp e c tive s. Pa tric k te nd s to b e muc h
Fle we lling | 77
mo re p ra c tic a l tha n I a m, a nd wo rks b y fo c using o n the lo g istic a l p a ra me te rs o f the
p ro je c t. I, o n the o the r ha nd , te nd to fo c us o n va lue s a nd id e a s a b o ut p ro je c ts, a nd
p re fe r to g ra p p le with re a lity la te r. This d iffe re nc e in p e rsp e c tive le d to ma ny d iffe re nt
c o nflic ts a nd misund e rsta nd ing s.
I wa s a lso c ha lle ng e d to ha ve to re ly o n Pa tric k c o nsta ntly fo r his e xp e rtise o n a rt
instruc tio n a nd c o mic b o o k ma king . Typ ic a lly, I like to ha ve my we e k a t le a st ske tc he d
o ut b e fo re it b e g ins. I like to b e a n e xp e rt myse lf o n the thing tha t I a m te a c hing . In this
p ro je c t, I ha d to trust Pa tric k. Pa tric k, simila rly, ha d to le t g o o f p e rfe c tio n b e c a use
te a c hing with me me a nt tha t thing s wo uld c ha ng e a nd b e d iffe re nt tha n ho w he
wo uld ha ve d o ne the m himse lf.
Eve n tho ug h my the sis c e nte re d a lo t o n my o wn e xp e rie nc e s wo rking with my
c o lle a g ue , I d id no t re a lize tha t my p ro je c t wo uld e xa mine so ma ny d iffe re nt fa c e ts o f
c o o p e ra tio n until ne a rly Fe b rua ry. Whe n I b e g a n, I tho ug ht I wa s o nly re se a rc hing my
stud e nts a nd the ir e xp e rie nc e , b ut whe n I g o t g o ing , I und e rsto o d tha t it wa s a b o ut so
muc h mo re . The “ we ” in my q ue stio n re fe rre d to us a ll: te a c he r-to -stud e nt, te a c he r-to te a c he r, a nd stud e nt-to -stud e nt.
I le a rne d tha t e ve ryo ne e xp e rie nc e s c o lla b o ra tio n in the sa me wa y. Wo rking
with o the r p e o p le c a n b e inc re d ib ly vulne ra b le , b ut it c a n a lso b e inc re d ib ly
wo rthwhile . I fo und o nly simila ritie s in the wa y tha t te a c he rs a nd stud e nts e xp e rie nc e
c o lla b o ra tio n, a nd I a p p re c ia te d b e ing a b le to e mp a thize with my stud e nts a lo ng the
wa y. I lo ve d o p p o rtunitie s whe re I c o uld c o unse l the m a nd sa y, “ Yo u kno w, the sa me
thing ha p p e ne d to me this a fte rno o n, a nd it wa s re a lly ha rd . But I think tha t it’ s
imp o rta nt to e xp e rie nc e this. We ne e d to kno w ho w to wo rk with o the rs, a nd ho w to
sha re o ur fe e ling s.”
It’ s ha rd to e xp la in ho w wo rking with a no the r p e rso n imp a c ts yo ur life , b e c a use
influe nc e is a ha rd thing to tra c k. Fo r e xa mp le , sinc e b e g inning this p ro je c t, I ha ve
b e c o me mo re a c c e p ting o f myse lf, my inse c uritie s, my e mo tio ns, a nd c o nflic t in
g e ne ra l. I le a rne d ho w to a lte r my c la ssro o m e nviro nme nt to sup p o rt my sp e c ific g ro up
o f stud e nts. Wa s it a ll fo r the o ne thing ? Of c o urse no t. But so me thing s, like the stic ke r
c ha rt tha t Pa tric k d e ve lo p e d fo r his c la ssro o m, ha ve b e e n d ire c tly sto le n a nd no w he lp
me with my o wn te a c hing p ra c tic e .
Fle we lling | 78
Thro ug h wo rking with Pa tric k, I a lso le a rne d so me va lua b le thing s tha t I ha ve to
o ffe r a s a te a c he r, a nd it wa s p a rtia lly thro ug h Pa tric k’ s o b se rva tio ns o f wo rking with
me . One o f my fa vo rite mo me nts in my a c tio n re se a rc h p ro je c t wa s inte rvie wing Pa tric k
a nd a sking him wha t he le a rne d a b o ut me . He re sp o nd e d , “ I le a rne d tha t yo u a re
inc re d ib ly p a ssio na te a b o ut te a c hing thing s tha t c a n't b e ta ug ht thro ug h the
c o mp le tio n o f a ny o ne thing .” He we nt o n to ta lk a b o ut ho w I va lue the stud e nts, a nd
try to sup p o rt the m b y g e tting to kno w the m, a nd he lp ing the m ma na g e the mse lve s. I
re a lize d tha t, in fa c t, this is o ne o f the g re a te st thing s tha t I c a n g ive a s a te a c he r. My
g ra d ua te a d viso r c a lle d it “ a d ia lo g ic a l p e rsiste nc e .” Eve n tho ug h I so me time s d o ub t
the o the r thing s I d o in the c la ssro o m, I ha ve le a rne d to re c o g nize a nd va lue my a b ility
to p e rsist with “ the ine ffa b le ” q ua litie s tha t ma ke up o ur huma n e xp e rie nc e . This ye a r,
a fte r c o nd uc ting my re se a rc h, I und e rsta nd myse lf a s a p ro fe ssio na l d iffe re ntly.
With tha t tho ug ht in mind , I ha ve sinc e b e c o me p a ssio na te a b o ut a ne w
e d uc a tio na l c a tc hp hra se : so c ia l a nd e mo tio na l le a rning (SEL). In my Co nc lusio ns, I
d isc uss the d ire c tio n I ho p e o ur so c ie ty will mo ve to wa rd s in the ne xt fe w ye a rs. We
ne e d to re c o g nize tha t c o nte nt kno wle d g e is o nly a s imp o rta nt a s the p e rso n who is
le a rning it. I b e lie ve tha t we must b e vig ila nt to sup p o rt o ur stud e nts no t o nly in the ir
a c a d e mic le a rning , b ut in the ir g ro wth a s ind ivid ua ls.
In the summe r o f 2011, I a m e xc ite d a b o ut the o p p o rtunity to le a rn mo re a b o ut
SEL a s I tra ve l to So uth Afric a to c o lla b o ra te with the LEAP sc ho o ls a s a Te a c h With
Afric a fe llo w. Stud e nts a t the LEAP sc ho o ls ta ke a c la ss e ve ry d a y e ntitle d “ Life
Orie nta tio n” whe re the y d isc uss inte rvie wing skills, he a lth a nd se x info rma tio n, a nd ho w
to d e a l with o the r to ug h life issue s. Thro ug h the se c la sse s, the y a re e mp o we re d to
b e c o me c ha ng e -ma ke rs in the ir o wn live s, re g a rd le ss o f the ir p a st situa tio n. The
q ue stio n p o se d is: “ This is my situa tio n, so wha t is my c ho ic e ? ” I ho p e to le a rn mo re
a b o ut ho w So uth Afric a ns p ra c tic e Life Orie nta tio n in the c la ssro o m a nd find wa ys to
b ring b a c k this typ e o f sc ho o ling to the Unite d Sta te s.
I a m a lso e xc ite d a b o ut mo re o p p o rtunitie s to c o lla b o ra te with o the r te a c he rs,
o rg a niza tio ns, a nd e ve n c o untrie s. Onc e I b e g a n wo rking with o the rs, I sa w ho w it
c ha ng e s thing s. It’ s c ha lle ng ing , ye s, b ut it’ s wo rth the strug g le . In this sc ho o l ye a r a lo ne ,
I ha d the o p p o rtunity to wo rk with the AjA Pro je c t fro m the Unive rsity o f Sa n Die g o , the
Fle we lling | 79
Multime d ia Te a c he r, the Ma th/ Physic s te a c he r, a nd a Huma nitie s te a c he r a t Hig h Te c h
Hig h Me d ia Arts. Eve ry time I wo rk with so me o ne ne w, I c ha ng e a s a te a c he r, a nd I
kno w tha t I a m a lso a b le to c o ntrib ute to wha t is b e ing c re a te d in the unive rse o f thing s.
My p ro je c t b e c a me imme nse ly p e rso na l a s I b e c a me a p a rt o f wha t I wa s
re se a rc hing , b ut lo o king b a c k, I wo uld n’ t ha ve a nd c o uld n’ t ha ve d o ne it a ny o the r
wa y. I ho p e tha t re a d ing my a c tio n re se a rc h p ro je c t insp ire s o the r te a c he rs to
und e rsta nd , a s I a m le a rning to und e rsta nd , tha t we d o no t ha ve to b e p e rfe c t. It’ s OK
to d o thing s tha t we d o n’ t kno w ho w to d o . It’ s OK to mo d e l mista ke s to o ur stud e nts.
It’ s OK to try. Isn’ t tha t ho w we le a rn? Isn’ t tha t wha t this is a ll a b o ut?
Fle we lling | 80
References
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Blume nfe ld , P. e t. a l. “ Mo tiva ting p ro je c t-b a se d le a rning : Susta ining the d o ing ,
sup p o rting the le a rning .” Educ a tio na l Psyc ho lo g ist, 26 (3 & 4), 369-398. 1991.
Bra nsfo rd , Jo hn D. a nd Ba rry S. Ste in. The Ide a l Pro b le m So lve r: A Guide to Imp ro ving
Thinking , Le a rning , a nd Cre a tivity. 1993.
De c i, Ed wa rd L. with Ric ha rd Fla ste . Why We Do Wha t We Do . Ne w Yo rk: Pe ng uin
Gro up , 1995.
De we y, Jo hn. De mo c ra c y a nd e duc a tio n: An intro duc tio n to the p hilo so p hy o f
e duc a tio n. Ne w Yo rk: WLC Bo o ks, 1916.
________. Exp e rie nc e a nd Educ a tio n. Ne w Yo rk: The Ma c milla n Co mp a ny, 1938.
Fre ire , Pa ulo . The Pe da g o g y o f the Op p re sse d. Ne w Yo rk: He rd e r a nd He rd e r, 1970.
Fulla n, Mic ha e l a nd And y Ha rg re a ve s. Wha t's wo rth fig hting fo r in yo ur sc ho o l? Ne w
Yo rk: Te a c he rs Co lle g e Pre ss, 1992.
Pro je c t-Ba se d Le a rning Sp a c e . "Ba c kg ro und Kno wle d g e & The o ry." Ho ug hto n-Mifflin.
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Ma rc h 2011.
Isa a c s, Willia m. Dia lo g ue a nd the Art o f Thinking To g e the r. Ne w Yo rk: Do ub le d a y, 1999.
Me ie r, De b o ra h. The Po we r o f The ir Ide a s. Bo sto n: Be a c o n Pre ss. 1995.
________. In Sc ho o ls We Trust: Cre a ting Co mmunitie s o f Le a rning in a n Era o f Te sting a nd
Sta nda rdiza tio n. Bo sto n: Be a c o n Pre ss. 2002.
________. “ Ed uc a ting fo r Wha t? The Strug g le fo r De mo c ra c y in Ed uc a tio n.” 2009.
Pa yto n, J. W., Wa rd la w, D. M., G ra c zyk, P. A., Blo o d wo rth, M. R., To mp se tt, C. J., &
We issb e rg , R. P. (2000). So c ia l a nd e mo tio na l le a rning : A fra me wo rk fo r
p ro mo ting me nta l he a lth a nd re d uc ing risk b e ha vio r in c hild re n a nd yo uth.
Jo urna l o f Sc ho o l He a lth, 70(5), 179-185
Pia g e t, Je a n. The Psyc ho lo g y o f Inte llig e nc e . Ne w Yo rk: Ro utle d g e , 1963.
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Po stma n, Ne il. The End o f Educ a tio n. Ne w Yo rk: Ra nd o m Ho use , 1995.
Sla vin, Ro b e rt E. “ Re se a rc h o n Co o p e ra tive Le a rning a nd Ac hie ve me nt: Wha t We
Kno w, Wha t We Ne e d to Kno w.” Co nte mp o ra ry Educ a tio na l Psyc ho lo g y
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So e p , Eliza b e th. “ Le a rning a s Pro d uc tio n, Critiq ue a s Asse ssme nt.” Unb o xe d (2): Fa ll
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Vyg o tsky, Le v. Mind in So c ie ty: The De ve lo p me nt o f Hig he r Psyc ho lo g ic a l Pro c e sse s,
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Zimme rma n, Do n H. a nd De ird re Bo d e n. Ta lk a nd So c ia l Studie s in Ethno me tho do lo g y
a nd Co nve rsa tio n Ana lysis. Ca mb rid g e : Po lity Pre ss, 1991.
Zins, Jo se p h E. a nd Ma uric e J. Elia s. “ So c ia l a nd Emo tio na l Le a rning ,” Cha p te r 1 in
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Fle we lling | 82
Ap p e nd ix A
Stud e nt/ Te a c he r Re fle c tio n: Co o p e ra tive Mo me nts
Cooperative Moments
A “cooperative moment” is a time when you and another person (or persons) come together with your
different perspectives, and create new perspectives. Sometimes the moments are beneficial when
everyone is cooperating effectively, but sometimes we don’t see eye‐to‐eye and this can feel more like
an argument! Whether good or bad, we are asking you to document it!
Cooperative moments can occur at any time in your life – at home, at school, or even when you’re just
hanging out with friends.
Requirements:
1. RECORD: Record 3 Cooperative Moments from today until December 17 (when we go to
Winter Break).
2. SAVE: Save each Cooperative Moment as an MP3 (refer to Mr. Yurick’s instructional video
for this) and save in the Student Share in the Team Vista folder as your name and the
number it is.
3. PUBLISH: At the end of this project (January), you will publish 1 or more of your cooperative
moments on your DP and/or Journey blog.
THE QUESTIONS:
1) What was the situation for your cooperative moment?
2) What were you thinking?
3) What did you do?
4) In your perspective, what was the outcome?
5) If you could do this moment again, what would you do differently?
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Ap p e nd ix B
Writing Pro mp ts
1. Write a b o ut a time whe n yo u le a rne d so me thing .
2. Write a b o ut a time whe n yo u fe lt yo ur rig hts we re ta ke n a wa y o r no t va lue d .
3. Wha t is o ne o f yo ur trig g e rs* whe n wo rking in a g ro up ?
4. The Po we r o f Wo rd s
Pa rt 1: BRAINSTORM
Think b a c k o ve r yo ur c hild ho o d a nd no w yo ung a d ult ye a rs. Ha s a nyo ne e ve r sa id
so me thing to yo u o r so me thing a b o ut yo u tha t re a lly a ffe c te d yo u? Ma yb e it wa s
so me thing kind o r so me thing re a lly me a n. Ma yb e it ma d e yo u ha p p y, o r ma yb e it
ma d e yo u fe e l hurt? Ma ke a list o f 3 o r mo re situa tio ns.
Pa rt 2: WRITE
No w lo o k b a c k o ve r yo ur list. Pic k o ne situa tio n tha t yo u wa nt to write a b o ut in mo re
d e ta il. Yo u ma y write a b o ut wha t ha p p e ne d , o r ho w it a ffe c te d yo u. Inc lud e a ll the
d e ta ils yo u c a n re me mb e r.
5. Be ing Diffe re nt
Think a b o ut who yo u a re a nd wha t ma ke s yo u “ yo u.” Think a b o ut yo ur a p p e a ra nc e ,
yo ur ta le nts, yo ur inte re sts, o r yo ur c ulture .
No w, write a b o ut a time whe n yo u fe lt tha t who yo u we re wa s d iffe re nt fro m ma ny
p e o p le . Wha t ma d e yo u d iffe re nt? Ho w d id it ma ke yo u fe e l to b e “ the o d d o ne o ut”?
Wha t d id yo u think o r d o a s a re sult? Wha t d id the o the r p e o p le d o o r sa y to yo u?
Write a s na tura lly a s p o ssib le , te lling a ll yo u c a n a b o ut the sp e c ific situa tio n o r fe e ling .
Do n’ t wo rry a b o ut sp e lling o r g ra mma r fo r no w. Just write wha t yo u re me mb e r.
*A trig g e r is a b e ha vio r, g e ne ra lly do ne b y so me o ne e lse , tha t “ se ts yo u o ff” o r “ shuts
yo u do wn,” suc h a s ne g a tivity, g ro up me mb e rs le a ving yo ur g ro up to ta lk with frie nds,
o r b e ing to ld tha t yo ur ide a isn’ t a ny g o o d.
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Ap p e nd ix C
Triarchic Theory of Intelligences - Robert Sternberg
Mark each sentence T if you like to do the activity
1. Analyzing characters when I’m reading or listening to a story
2. Designing new things
3. Taking things apart and fixing them
4. Comparing and contrasting points of view
5. Coming up with ideas
6. Learning through hands-on activities
7. Criticizing my own and other kids’ work
8. Using my imagination
9. Putting into practice things I learned
10. Thinking clearly and analytically
11. Thinking of alternative solutions
12. Working with people in teams or groups
13. Solving logical problems
14. Noticing things others often ignore
15. Resolving conflicts
16. Evaluating my own and other’s points of view
17. Thinking in pictures and images
18. Advising friends on their problems
19. Explaining difficult ideas or problems to others
20. Supposing things were different
21. Convincing someone to do something
22. Making inferences and deriving conclusions
23. Drawing
24. Learning by interacting with others
25. Sorting and classifying
26. Inventing new words, games, approaches
27. Applying my knowledge
28. Using graphic organizers or images to organize your thoughts
29. Composing
30. Adapting to new situations
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
Transfer your answers from the survey to the key. The column with the most “True” responses is
your dominant intelligence.
Analytical
1. ___
4. ___
7. ___
10. ___
13. ___
16. ___
19. ___
22. ___
25. ___
28. ___
Creative
2. ___
5. ___
8. ___
11. ___
14. ___
17. ___
20. ___
23. ___
26. ___
29. ___
Practical
3. ___
6. ___
9. ___
12. ___
15. ___
18. ___
21. ___
24. ___
27. ___
30. ___
Total Number of True:
Analytical ____
Creative _____
Practical ____
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Ap p e nd ix D
The Cooperation Survey
Team Vistans, as you prepare for your PoL, take this survey as a mid-year
reflection about cooperation, and how you work with others. Consider, what do I
want to change or improve for the second semester of Freshman Year?
Your username (_____________@hightechhigh.org) will be recorded when you
submit this form.
* Required
I feel like my stretch in cooperation is... *Select all of the answers that apply.
Listening to others
Being mindful
Staying on task
Staying with my group
Speaking up
Letting others help
Taking charge of the group
Making helpful contributions
Respecting other people's perspectives
I feel like my strength in cooperation is... *Select all of the answers that apply.
Listening to others
Being mindful
Staying on task
Staying with my group
Speaking up
Letting others help
Taking charge of the group
Making helpful contributions
Respecting other people's perspectives
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I feel like I have grown in the habit of cooperation... *Select one from the
following options.
A lot
A little
I haven't grown in this habit.
When talking with my group, my favorite "structure" is: *Select one from the
following options.
Protocols introduced by the teacher
Taking turns
Using a "talking" stick
Using Google Docs or Google Chat
No structure
I feel comfortable working with my classmates in small groups. *Select one from
the following options.
Strongly agree
Somewhat agree
Somewhat disagree
Strongly disagree
Other:
I feel heard when I work with my classmates in small groups. *Select one from
the following options.
Strongly agree
Somewhat agree
Somewhat disagree
Strongly disagree
Option 5
Other:
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I feel like I have opportunities to say what I want to say in my small
group. *Select one from the following options.
Always
Often
Sometimes
Never
I feel like I have opportunities to say what I want to say in my Humanities
class. *Select one from the following options.
Always
Often
Sometimes
Never
Any other questions, comments or qualifiers? Write anything else you want to
say about cooperation or working with others in this class.
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Ap p e nd ix E
Sc rip t-Writing Pro to c o l
Script Requirements:
•
•
•
•
•
•
•
•
•
The Comic is clearly a learning tool that will help students and teachers
understand the designated topic
There are 3-4 characters in the story
Character has specific strengths
The character confronts a challenge
The story is set in a school
All aspects of the comic are based in some kind of research
1 comic page per member of group
o 5 panels on each page
o No more than 4 sentences per panel
o Minimum of one word per panel (Exceptions made by teacher)
o All aspects of the story are rooted in some kind of research
Title Page
o Story Description - Example
o Cast Bios (2-3 sentences each) Example
o 3 Character Minimum, 4 Character Max
Info page
o TBD
Protocol:
GETTING IDEAS FOR STORYLINE
1. Brainstorm/write
2. Present
3. Questions
4. Decision
•
•
Facilitator:
o 1. Brainstorm: SAY: We are working on a comic about ________
subject. Before we can beging writing our comic together we need to start
with brainstorming ideas. Brainstorming means that any idea is good and
might have a “gem” within it that we need to “mine” for our final draft.
Please take the next 3 minutes to write down ideas you might have for the
story line. Please keep in mind the requirements of the story listed above.
o Give 3 minutes to write. Facilitator writes as well.
Facilitator:
o 2. Present: SAY: At this time each person has 30 seconds to discuss
their idea. Please take notes during this time. Questions will occur after all
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•
•
members have explained their ideas. Please write down questions you
have for the presentor while they are presenting.
o Facilitator gives each member 30 seconds each to explain ideas starting
with person 1. The only person talking during this time should be the
person who is sharing. No questions can be asked between sharing.
Facilitator:
o 3. Clarify: SAY: At this time we can ask clarifying questions to each
member that has shared starting with person 1. We have 2 minutes to
complete this task. Please be Kind & Specific with wording while asking
questions.
o Facilitator makes sure the questions do not take longer than 2 minutes
Facilitator:
o 4. Decision: SAY: At this time, we are going to make a group decision for
the first draft of our storyline. This might change completely in draft 2, but
we need to agree on a few things before moving on to writing our comic.
o What are the plots that strike us? How might we combine some of our best
ideas?
Who is our main character?_________________________
What are 1-2 of his/her specific strengths?________________________
What is his/her struggle/challenge?_________________________
Who are our supporting characters?___________________________________
_______________________________________________________________
What is the one-sentence version of what our comic is about?_______________
________________________________________________________________
________________________________________________________________
________________________________________________________________
WRITING THE COMIC
•
Facilitator:
o Writing the Comic Panel by Panel: SAY: There are 5 panels on each
page of the comic a ___ number of members in our group. We are going
to be writing the comic one panel at a time. Group member #1 will be
writing the first panel, group member two will be writing the second panel.
We are going to write the first draft of the comic panel by panel until the
comic is complete. Read the Example panel out loud:
̇ Example of a panel:
• Page 1
o Panel 1 - It is a dark night. It is raining. We can see
this from the inside of a house where a student is
inside trying to concentrate on his homework. The
student is Chad. He is looking out the window. He
looks depressed.
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̇
̇
•
Panel By Panel Protocol:
o 15 Seconds of silence to think about ideas for panel
•
•
•
•
•
•
•
•
CHAD
“Sigh...”
Group Member with designated panel discusses what he or
she is thinking about for writing in that panel.
1 minute for responses
o These can be suggestions or questions. Make sure
that all things said are Kind, Specific and Helpful
o Limit group responses to 1 minute
Designated person whos turn it is makes the final decision
about the panel.
Facilitator/Writer records in Celtx
Repeat until each page is complete
Save Celtx draft as “Draft 1” onto MY DP folder of the
facilitator
Facilitator:
o Concluding the Draft: SAY: The current draft of our comic is now
complete. We now need to discuss what we need to accomplish for the
next draft. To do that we all need to review the draft together. I am going
to read the script out loud please take notes about things that you think
need fixing for the next draft.
o Facilitator reads current draft out loud
Facilitator:
o List of revisions for next draft: SAY: We are now going to generate a
list of revisions which I, the Facilitator, will add to the Celtx document. We
are looking to make sure that:
̇ The Script is understandable to each member of the group
̇ Finding areas where we need to do more research
̇ There are 3-4 characters in the story
̇ Character has specific strengths.
̇ The character confronts a challenge
̇ The Story is set in a school
̇ The Comic is clearly a learning tool that will help students and
teachers understand the designated topic
o Facilitator records changes in Celtx
̇ In Celtx click:
• Right hand side>Notes>Add note
o Facilitator saves Document
o Facilitator uploads document to their Google Docs and shares the file with
each member of the group.
Fle we lling | 91
Ap p e nd ix F
Character Design Protocol and Worksheet
1. DRAW a ll o f yo ur c ha ra c te rs
2. PROTOCOL
(p re se nt/ re sp o nd in the nume ric a l o rd e r tha t yo ur p a g e a p p e a rs in the c o mic . It
wo uld b e he lp ful fo r stud e nts to sit in this c o nfig ura tio n.)
A. PRESENT
Artist # 1 sho ws & te lls his/ he r d isting uishing fe a ture s fo r Cha ra c te r # 1.
(De fine this whe n intro d uc ing p ro to c o l - o ur wo rking d e f. wa s "So me thing
yo u ha ve tha t o the rs d o n't ha ve " fo r e xa mp le , Ha ir, Eye s, Ac c e sso rie s,
Clo the s, No se , e tc .)
B. RESPOND
Ta ke turns sa ying yo ur fa vo rite fe a ture .
C. DECIDE
Artist # 1 d e c id e s whic h o f the d isting uishing fe a ture s s/ he p re se nte d s/ he
wo uld like to ke e p in the fina l c ha ra c te r.
Re p e a t until e a c h a rtist ha s p re se nte d the d ra wing s a nd ha s d e c id e d o n a
d isting uishing fe a ture .
* Ea c h c ha ra c te r must ha ve 4-5 d isting uishing fe a ture s.
* Ea c h a rtist must c o ntrib ute 1 fe a ture to the fina l c ha ra c te r d e sig n.
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CHARACTER DESIGN WORKSHEET
Side View Left
Top View
Side View Right
Happy (Face)
Front View
(Choice)
Sad (Face)
(Choice)
Angry (Face)
(Choice)
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APPENDIX G
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Endnotes
1. The “ To o tie Fro o tie s” is the stud e nt-se le c te d na me o f the c la ss tha t I invo lve d in my
re se a rc h p ro je c t. It wa s c ho se n b y d e mo c ra tic me a ns e a rly in the sc ho o l ye a r.
2. Fo r a c o mp re he nsive re vie w o f d o ze ns o f so urc e s a ll a ffirming the c o rre la tio n
b e twe e n SEL a nd a c a d e mic a c hie ve me nt, re fe re nc e the SEL a nd Ac a d e mic
Pe rfo rma nc e Re se a rc h Brie f (2003). http :/ / c a se l.o rg / p ub lic a tio ns/ se l-a nd a c a d e mic -p e rfo rma nc e -re se a rc h-b rie f/
K. Flewelling