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Friends United Meeting |
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September 2001
Ideas That Work
Problem Based Learning at Onley Friends School
by Kathryn Clayton
Students at Olney Friends School in Barnesville, Ohio, never waste an opportunity for learning. Even the school's sewage treatment plant was the focal point of a recent educational project. Concerned about the future of the facility constructed in 1967, the Olney Board of Trustees commissioned the environmental science class to look into the condition of the current system as well as explore options for its repair or replacement.
The project was a first for the school, which is implementing problem-based learning. Leonard Guindon, environmental science instructor, explained that the idea behind the approach is to let students take the lead on a project while the teacher acts as coach. "The goal is to make the problem as real as possible," said Guindon.
Before starting on the project, Guindon wanted to make sure his students understood and appreciated the difference between today and 100 years ago. It was time to explore life with no running water. He had his students dig a privy for their use during regular school hours. They were supposed to use this alternative for one week. Guindon said he thought some students just avoided "the task" during the school day, but nonetheless the project got the point across.
With the problem made a little more real, the students then began by categorizing information according to what they knew, sort of knew, didn't know and needed to know. They visited various types of facilities including lagoon systems, pond aeration systems and local city treatment plants. They contacted officials with the EPA and local city government and explored laws and permit requirements. They calculated costs for repair, for new systems and for long-term maintenance. They also examined the current system, spoke with maintenance officials, did water testing and even dug up one of the magnesium anodes on the outside of the current tank to check for corrosion.
The students prepared a 25-page report on their findings, which they delivered to the Olney Trustees during a question and answer session. The report focused on the question, "How can we process Olney's sewerage in such a way that is aesthetically pleasing, cost effective, environmentally friendly and meets governmental regulations?" The board asked a number of tough follow up questions but the students were never stumped. "They were able to come up with an answer for every question the board asked," said Guindon.
Guindon said he saw his students become more comfortable with conducting phone interviews, writing letters, speaking in public and working together in a group over the course of the two and a half month project. "Those are skills that can be sharpened by this kind of teaching," said Guindon, who was at first a little skeptical of the approach. It seemed like a lot of class time spent on one thing, he explained, but as he watched his students' progress, Guindon's worries dissolved. "I think it's great," he said, noting that it gave the students a chance to share expertise about a real life event. "I think it gives them skills for life that they wouldn't get from listening to me talk, from class discussions or from taking tests."
Kathryn Clayton is a freelance writer living in Barnesville, Ohio.
Foolproof* Secrets for Creating FDS Lesson Plans
by Mary Beth Toomey and Nicholas Norton
1. Always remember that preparing and teaching First Day School (FDS) is part of your spiritual growth. Enjoy. Stay centered.
2. Be prepared. Prior Planning Prevents Poor Performance. Arrive early to get off to a good start.
3. Try to teach using all the senses. Different children have different learning styles. Different teachers have different teaching modalities. Use this to your advantage. Try to organize your class in a way that reinforces the main idea of a lesson through congruent activities (listening, drawing, acting, singing, touching, writing).
4. Be aware of the importance of structure. Expected patterns and organization help set the stage for a positive learning experience.
5. Realize that frustrations are inherent in FDS. Consistency of attendance is rare. There are different sets of assumptions in FDS than in other learning settings. Keep your expectations realistic.
6. Be flexible. If a lesson plan isn't working, consider modifying it. If a situation arises that warrants addressing an issue separate from the lesson plan, consider abandoning the original plan to concentrate on that teachable moment.
7. Utilize existing resources to help with planning (these include books and curriculum materials, records from other teachers, and people within your monthly and yearly meetings). Don't reinvent the wheel just for the sake of it.
8. Don't forget to have fun!
(*Actually, nothing is really foolproof, since fools are so ingenious. But we offer these ideas as a helpful guide.)
Reprinted from the February 2000 Christian Education Newsletter of New England Yearly Meeting.
Belize Friends Boys School Extends Help
It was November of last year when Herald, Jerrald and Terrol Palmer arrived at Belize Friends Boys School. Herald was 12 years old and his twin brothers were 14. Moving to Belize in 1998 with their mother from the Bay Islands of Honduras, they spoke English, but had no basic formal education. Their father was a drug dealer who paid little attention to his children, and their mother was searching for a better life.
A special tutor was hired and Herald has shown the most interest and, therefore, has shown the most improvement. However, his behavior has been difficult at times. Jerrald became bored and just wanted to "hang out" on the streets with friends. Because he was easily distracted, he became distracting to his brothers. Terrol, a deeply troubled and angry young man, chooses not to submit to any authority. His stubbornness and refusal to cooperate earned him a dismissal from school and a free ride home where his mother was told that Terrol was no longer welcome at school. This was a difficult decision, but it was at this point that Herald and Jerrald began to work more diligently on their own behavior as well as their studies, realizing that their actions do have consequences. In the years ahead, it is hoped that these brothers will draw on their positive experiences at FBS.
The story of the Palmer brothers could be repeated many times over through the lives of many "street kids" in Belize City. Without an education, there is little to do except "hang out," drink beer and smoke pot that leads to gang activity and various crimes. While there are no simple solutions, FBS stands ready to make a difference. The school's tutorial focus has enabled many of these young men to re-take and pass their high school entrance exam. In this Central American culture where 60% of the population is under the age of 19, such help is absolutely critical.
If this true story impacts you, we would like to hear from you. If you would like to help boys like the Palmer brothers, earmark your gift for the scholarship fund of Belize Friends Boys School and send it to Friends United Meeting, 101 Quaker Hill Drive, Richmond, IN 47374.
Compiled by John Myers from information provided by Mike Cain.
Mike and Kay Cain serve as FUM Field Representatives in Belize.
Copyright (c) 2001 Friends United Meeting
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