Project Description

Overall Observations
Student Reflections
Author Reflections
Next Steps
Future Changes
Surprises
Student Changes
Teacher Changes
Successes
Conclusion/Summary

Overall Observations

Total concentration and engagement by students is evident in the pictures displayed on the Photo Gallery page of this site. Countless studies show that active involvement in learning produces greater student comprehension and understanding. There can be no doubt that these students were actively engaged throughout the unit. Their own reflection sheets are a wonderful mirror of what they thought of the project.

The following is a list of a few thoughts regarding the Teaming Up For Tolerance project described in these pages:

• Culture and Diversity are tough concepts to fully understand. This is true for children and for adults.
• Overall the project went extremely well.
• The students and I were pleased with the results.
• Both academic and social goals were successfully met.
• The project provided further confirmation of each person being a most unique individual.
• The project provided further confirmation of the realization that all have much to share.
• There were constant scheduling challenges. I developed a newfound appreciation for flexibility.
• The constant awareness of students’ interest combined with teacher spontaneity was good. (i.e. adding Profile slide show element. Mostly positive feedback though some really quiet students did not enjoy, other really quiet students did thoroughly enjoy that component.)

Student Reflections

Each student was asked to give their honest opinions about the various aspects of the project. The form they used was the Student Reflection/Reaction & Evaluation. Due to the length of the form and severe time limitations because of schoolwide testing, not all students completed all pages. However, the feedback they did provide was most revealing. The depth and breadth of their learning experience can be seen in their responses. Their feedback also confirmed that different aspects of the project appealed to different students. The table below gives a small sampling of the student responses.

Author Reflections

From my viewpoint, awareness is the first step in learning.  Throughout the project, the students and I became increasingly aware and much more enlightened. At the beginning of the project, in spite of being members of a very diverse school population, the students did not “see” their own diversity.  Today's schools are truly "melting pots."Learning respect, tolerance, and understanding of others different than ourselves is important to being able to successfully live and work together. During this project, we explored our differences, discovered our commonalities, and gained a deeper understanding of ourselves. By doing so, we also nurtured and encouraged an attitude of respect for all. Certainly, awareness, respect, tolerance, and understanding of others are qualities that will prove useful to these students throughout their lives.

Throughout the project, I was well aware of the potentially sensitive aspects of the many interwoven elements involved in any discussion involving culture, diversity, and religion. By setting clear expectations for mutual respect in the class, students felt “safe” and felt free to engage in the discussions. I continuously emphasized that we were examining facts, not making personal judgments as to value. Students were reminded constantly that participation in any or all of the discussion was strictly voluntary. Likewise, I repeatedly prefaced all discussions with questioning of the students as to their comfort or discomfort with the day’s topic. No student ever objected to a discussion topic or indicated that they were uncomfortable in any way. All of us including me, learned a great deal from these discussions, not only about others; but also about ourselves.

Getting to know the students more thoroughly truly touched my heart. When I witnessed two girls continuing our class conversation about religions of the world, I was encouraged to continue to dare to tackle sensitive topics. A young boy’s eyes literally sparkled with enthusiasm as he asked whether or not we would be able to work on the International Night slide show that day. One day I watched as one young girl who typically has a personality conflict with a certain boy in the class actually came to his defense when he was questioned about why he always wore certain clothing. However, I confess that what touched my heart most deeply was a slide show developed outside of school.

One day in March, one of my newer students told me that she had made a slide show at home. When she told me it was all about me, I could not help but be interested. After a few questions, I asked her if she knew how to burn a CD. She told me that she did not but that she thought her dad did. I told her I would love to see it and asked her if I gave her a CD if she would burn a copy of the presentation for me. She said she would get her dad to do it. A few days later, she brought me probably the greatest gift I will ever receive as a teacher. In the show, she included a picture of me she had located on the internet. I had only taught her how to do that just a day or two earlier. Naturally the fact that she was very complimentary of me in the show touched me greatly. Yet, I was equally touched by the fact that here was student who had not used the program prior to my introducing it to her enjoying it so much that she was challenging herself to practice and improve her skills outside the school setting. Her creation proved that I was successful in passing on my enthusiasm for life long learning to at least one of my students. Nothing could make me smile more broadly.

Further analysis of the author's reflections of this project can be found in the Forehand Reflections PowerPoint file.

Next Steps

The following list represents the next steps for the author.

• Continue enforcing zero tolerance for criticism.
• Continue varied student groupings.
• Continue to use technology as a useful engagement tool.
• Plan to continue to challenge myself right along with my students.
• Continue to step out of my comfort zone by daring to teach things I want to know rather than those I already know.

Future Changes

It is extremely rare for the author to repeat a unit or project with a second group of students. Instead, I much prefer to match the students and the project. However, should I have the opportunity to repeat the project or should others decide to do a similar project with their students, the following are my recommendations.

• Allow more time for unforeseen scheduling conflicts.
• Involve students in the development of the survey questions.
• Involve students in the development of the rubrics.
• Allow more time for student sharing of artifacts, clothing, food, religion, family stories, traditions, etc. particular to their culture.

Surprises

• Most students still were unable to clearly define the terms culture or diversity at project’s conclusion.
• Even more scheduling conflicts than I had expected.
• Technical difficulties, adding the music element, having the ending video play on the announcements. (Computer in studio has an older operating system and could not be upgraded because of the running clock display.)

Student Changes

• Improvement in Math Concept Perceptions
• Improvement in Social Skills
• Improved Acceptance, Respect, Tolerance, and Understanding of Others
• Improved Self-Awareness and Appreciation
• Improved Self-Confidence (Learning new skills, having slide show seen schoolwide)
• Improved Technological Skills
• Moved From Never Having Heard of Program to Advanced Applications

Teacher Changes

• Increased Awareness of Individual Student Uniqueness.
• Increased Awareness and Appreciation for the Depth of Diversity Represented at our School and in our Class.
• Deeper appreciation for other cultures and religions.

Successes

• Students did gain a basic foundational understanding of the concepts of culture and diversity.
• We were able to explore and compare the differences and similarities of classroom members.
• We were able to identify the ethnic backgrounds of people in the class and further explore these backgrounds.

Conclusions/Summary

• The author is a constructivist at heart. I believe strongly in hands-on, project based, authentic student learning. This project once again confirmed the advantages of those teaching pedagogies. I plan to continue that teaching style.
• Technology can be a powerful teaching tool when used appropriately.
• Students’ reflections and evaluations confirm their own engagement in the learning.
• Offering a variety of activities was a very good thing. Personalities, learning styles, and personal preferences differ. Different activities appeal to different people.
• A student’s work closely mirrors their personality.
• Much information was revealed. This was true even in the unfinished products of certain students (e.g. survey, cultural pie, profile slide show, final evaluation).