Last spring, after the culmination of my Course 1 Project, Together in the GCC, I asked the participating teachers to reflect on what they would change our next time through the project. The feedback gathered was very similar. The main things that needed attention was:
- Shortening the length of the project
- More authentic opportunities for students to collaborate and interact
- scheduling in time and creating a purpose for students to read and comment on each other’s blog posts
- More depth to what we were learning, possibly decreasing breadth
- Flipgrid was not the right tool for our group and purpose
Although all felt this project taught students and teachers lots about the Gulf Cooperation Council (GCC) and it’s member countries, it still felt like we were doing a line dance together rather than a tango. A line dance require everyone to be stepping and moving side by side, not touching, and letting the music dictate your next move, not your partner. A tango on the other hand, must be done together. You must communicate, read, and rely on your partner to make you look good and vice versa. To me, this positive interdependence is what I had to get right the second time around.
I decided to take a Project Based Learning approach to the re-planning of the the project. I met with fellow CoETaILer and teammate, Fiona Al Rowaie, to brain storm a possible authenitic end goal for the project. A GCC train has long been in official and unofficial talks around the Gulf, so we landed on the idea of students deciding on 10 train stations within the 6 GCC countries. The driving question (DQ) being: Which 10 cities would best be suited for hosting a GCC trainstop in order to benefit the people and economies within the GCC countries?
From this question and authentic project idea, we worked backward to plan the first 2 phases of the project. Pulling apart our DQ, we knew the students would need a strong understanding of the GCC, including it’s purpose, benefits, and structures. Also to be successful in the final project, students would need to learn about the major cities within the 6 GCC countries in order to make informed decisions in the train station locations.
The new Together in the GCC project outline came together as:
- Phase 1: Learn about the Gulf Cooperation Council and it’s member countries.
- At the end of the research, students will compete in a Kahoot GCC Trivia Game over Google Hangouts.
- Phase 2: Learn about and present on major cities within host country, specifically considering the cities’ geographical interests, cultural interests, population, industry interests, historical interests, and environmental interests.
- At the end of Phase 2 students will post their presentations on a blog. Students will provide each other with feedback on their presentations, as well as use the information learned to decide which 10 cities to choose for the GCC train stations.
- Phase 3: Use the information gathered in Phase 2 to create a Google: My Map of chosen locations for the GCC train route. Teams will also create a screencast using Google Hangouts to present their train route, along with evidence that supports their choices. Ideally we would have students in groups from different schools to give students the chance to collaborate, much like the teachers have been throughout the project.
- At the end of Phase 3, students will post their presentations on a blog and comment on their peers’ projects. Students and Teachers will choose the top (2?) presentations to be part of the final Together in the GCC video we share with our school communities and possibly news agencies in the GCC countries.
Although happy with the end goals in sight, there is much to be done in order to implement this learning in 10 different classrooms, across 4 different countries, facilitated by 10 different teachers, for their 188 students!
Below is the unit planner I provided the participating teachers and used to email and recruit potential classes to join the project.