Getting Backwards in Puerto Mieville

            Today in Puerto Mieville Middle School, multiple 7^th grade classes gave presentations on various epidemics in order to reach the target skills described in CCRAS for Speaking and Listening 4 & 5: “present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience” and “Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.” The subject matter was tied to a novel they had read just prior to this research project—Fever 1793 by Laurie Halse Anderson.

           

          With the above mentioned Anchor Standards in mind, Ms. Leiber ensured the lesson would go further than merely giving a presentation to developing listening skills. This was clearly stated on the board for reinforcement: “I will engage effectively in our presentations, following the rules for being an active and good listener.” On top of the presentation skills, students were learning the skills needed to be engaged learners. To begin each of the classes I observed, Ms. Leiber questioned the students on ways to be active and good listeners. They discussed expectations and etiquette that would ensure smooth presentations as well as the reality of anxiety and a few methods to get through it. To scaffold active listening, the students were given graphic organizers (a reflection sheet) that helped them capture their thoughts, at least one interesting new fact about from each presentation.

While the reflection sheets were largely for the students’ review, each presentation was followed by a short question/answer/comment activity. The presentation subject matter and the students ability to actively listen was reinforced by questions posed either by the teacher or a student. The presenter would field the question if s/he was able, or the teacher would step in if the answer was outside the scope of the presentation. This activity allowed the teacher to see which students were gleaning information from the presentation and make sure that what was presented was being accurately understood. And, to tie the presentations back to the novel that sparked this activity, connections were drawn with similarities and differences between the student-researched epidemics and the yellow fever of the novel.

Further, acceptable evidence for the presentation task was made tangible by having each student hand in a notes packet that detailed their research and sources. The student handed this packet in to the teacher after the presentation for review and grading. The note packet detailed the standardized categories that each student used as a structure for their presentation. I was very impressed by the quality of the presentations which utilized Google slide shows on a Smart Board. Ms. Leiber stated later that the students largely constructed these slideshows on their own, and that they were used to the format as the district had been pushing utilization of Google classroom and G-suite applications. Students were also encouraged to go “off-list” and pursue epidemic topics of their own interest and choosing.

I had a great day of observing at Puerto Mieville Middle School, and was impressed by the teacher’s thorough preparation and execution as well as the student presentations and discussions. It was interesting to see the variety of behavior when these students were confronted with speaking and presenting in front of the class. Perhaps the highlight of the day was when one student, visibly nervous and fidgety about having to take his turn was bolstered when one student started yelling out, “We believe in you, Jack!” which was picked up by the rest of the class until Jack couldn’t help but laugh.