One class that I always thought would be meaningful, impactful, and highly visible to the community would be a Social Impact elective course. This would basically be a student-driven genius hour but focused heavily on the Contribution item in Section B of the 4 Shifts Protocol to include a community impact focus.
We could integrate some design thinking concepts at the beginning such as identifying a problem or challenge in the community, conducting empathy interviews, and beginning to prototype solutions. We probably would require a partnership with an external expert or organization. And there should be a highly-publicized exhibition at the end of the semester. I think that schools would see students do some PHENOMENAL work as they lean into areas of interest or concern in their local community as positive change-makers.
Such a course could occur at any grade level, but might be particularly valuable in middle or high school as students begin to search for more relevance in their school experience. I know a number of deeper learning schools that are doing similar work through teacher-created projects. These projects would be more student-initiated and -driven, and the elective course format might be a relatively easy on ramp for more traditional schools that aren’t well-versed in deeper learning but would like to start creating some different opportunities for students. In addition to building students’ efficacy as real world difference-makers, these experiences also would be fantastic additions to students’ job or college applications.
Your thoughts? Know anyone currently doing this?
Image credit: RTCA NPS, CASP Urban Trails workshop
Interesting idea and one that I support, but in doing a deep-dive into civics education research last year, I discovered various Red state legislatures do not positively view “action civics” (which often includes a strong aspect of the course you suggested) in a positive light because the kinds of projects young people generally elect to pursue are more left-leaning (that further serves to support their claims of “indoctrination”). Just a reminder to assess the “openess” of whatever level of decision-makers you approach with this proposal and be prepared with responses.
Right. And also terribly sad. 😢 How dare we create opportunities for students to be active democratic citizens?!
Maybe it’s wishful thinking, but it feels like if students, not teachers, are the ones coming up with the projects, there shouldn’t be much to complain about regarding teacher ‘indoctrination?’
Hi, Scott. Surely you have been to Iowa Big in Cedar Rapids. That’s the closest one I can think of what you’re describing here.
Yes, Iowa BIG is close to what I was thinking here. Students at Iowa BIG typically attach themselves to something in the school’s project pool. I think they can initiate projects too…