Living Wax Museum – 7088

TIPC Ratings

Through research lessons completed with the librarian and classroom teachers, students worked in Think Tank groups according to their selected famous individuals. They learned the difference between “level one research”, which allowed them to find the required information via print and online resources, and “level two research”, which challenged students to incorporate all levels of Bloom’s Taxonomy as they came up with their own “wonder” questions in order to find connections with the individuals both to themselves and current America. Primary sources such and photographs and artifacts were researched and analyzed to design authentic costumes and accessories. By doing this in Think Tank groups, teachers were able to facilitate and formatively assesses authentic tasks while students were engaged in research and using information fluently with one another. Students were also able to “work smarter and not harder” in their Think Tanks to assemble and synthesize information in order to address authentic tasks necessary to “become” their individuals. By using the Symbaloo as well as printed materials made available in common spaces, children were able to select from a wide variety of tools to powerfully display and use their information to complete their transformation.

Students worked in self-selected groups to research the historical figures they chose. Over the course of four weeks students were given the opportunity to collaborate with peers in Think Tank groups to develop questions that helped them determine the relevance and connections between themselves and their historical figure. Students selected appropriate digital
tools including a Symbaloo specifically created for this project as well as other online resources to communicate and collaborate with peers. During library lessons, students collaborated to compile information together to effectively showcase their research. Frequent student discussions and questioning allowed them to become the experts. Using iPads, students recorded their speeches and were allowed to review their presentations in order to reflect on their role as a communicator and then set goals for future growth on other projects and presentations. This allowed for self-reflection as students self-critiqued for clarity and content. Recorded speeches were also archived on classroom blogs for future instruction and test review.

The goal in this process was for students to become their chosen individual. This required them to use meaningful questioning, critical thinking and problem solving to come up with interesting, accurate, and relevant information about their famous person. They were also challenged with the requirement to make a personal connection with that person, as well as finding their relevance to the world today – what could have happened if a major part of their life was changed either by choice or circumstance. After recording themselves and watching their peers’ presentations, students were able to reflect upon their effective use of information, their ability to communicate their learning, and how they could have been more convincing in their roles.

Students synthesized their self-generated questions by creating their own scripts to present at the Living Wax Museum. By creating costumes and making props, new ideas and products were created allowing students to convincingly portray their character. The final product was a truly authentic task as students were able to creatively express their learning in “live” and recorded formats using accessories and researched information they felt best represented their historical figure.