Tag Archives: public service announcement

27 Million Dots (or Why Design Thinking Is Worth the Extra Effort)

27 Oct

As I sat in line waiting to buy some blue paint and Goo-b-gone, the time creeping past 8:00 p.m., I thought, “Does any of this really have anything to do with English class?” This year I began my sophomore English classes with a project on modern slavery, and even though we moved on to topics like Gatsby’s impossible dream and the nuances of parallel structure, the Modern Slavery Project is still going, taking more and more of my time.

This re-occurring unit is one of which I am very proud. I have written about our work in the past, and every year I attempt to reboot this project, I start by showing past work and asking, “Now…what do YOU want to do?”

For the past two years this has meant tweaking the basic pattern from previous years: students research an aspect of modern slavery, create a video PSA, and write letters to various organizations and individuals, all the while making connections to Harriet Jacob’s Incidents in the Life of a Slave Girl. This work is always engaging, interesting, and original, but this year I pushed my students to think about ways to amplify their voices and increase their impact.

I utilized some design thinking training that is part of Beaver’s in-house professional development. I built in more time to INSPIRE (a research stage of the design process), and we took our ideas through a longer process of iteration. My students were particularly keen to take our work beyond the classroom walls, and they devised some novel ideas to do so:

27 Million Dots: Make Your Mark

One section transformed a three story hallway in the building by painting 27 million dots to represent the total number of slaves in the world today. This idea is inspired by Paper Clips, the documentary about children at a Whitwell, TN middle school collecting six million paper clips to represent the six million lives lost in the Holocaust.  The students generated many ideas about how to best create a physical representation of such a large number, but the plan that emerged as most “doable” and having the most impact was the dots.

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Classroom Example: Students Fighting Slavery With Technology

10 Jan

post originally published at EdSocialMedia.com

I don’t own a cell phone, a microwave, or a TV. By opening my very first professional blog with this horrifying confession, I’ve probably caused you to think two things about me. This guy is a technophobe and a cheapskate. One of these assumptions is correct. Let’s call me frugal. I teach English at a school with a one-to-one laptop program, and in this post, I want to show you why a teacher who still boils water on the stove gets giddy over Wikis, Animoto, Jing, and pretty much all things web 2.0.

One student asked Google to change their logo for a day as a way to raise awareness of modern slavery.

Last spring, I taught Harriet Jacobs’ Incidents in the Life of a Slave Girl for the first time. I developed a fairly traditional unit. Nothing imaginative. Nothing new. Then one student’s question changed everything.

I had compiled a few sites about modern slavery and dedicated one class period to researching these. I hoped the exercise would help students connect their modern lives to the lives of those living during the Trans-Atlantic Slave Trade. After looking at a few sites, one student asked, “Instead of just learning about slavery, can’t we do something about it?” It was a magical, teachable moment. After a quick poll, I realized all my students were eager to do something. I threw out my plans.

Instead, we made public service announcement videos and wrote letters to various governments, businesses, and individuals, all the while making connections to Jacobs’ slave narrative. These three weeks were filled with some of the most authentic, inspired learning I have ever witnessed, learning that could not have occurred without the systematic use of technology.

You can view all of the work at our class Wiki, and below I’ll explain how and why we used various technology:

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