When I was a high school student, I took the required senior class devoted to teaching research and writing. It was in that class that I was given the opportunity to select a topic of interest for a semester-long project. I was thrilled to spend an entire semester focusing on the life and work of virtuoso violinist Nicollo Paganini. The work that I did in that course actually became the basis for the first chapter of my master’s thesis just a few years later.
I believe author Lauren Porosoff would have approved of the teacher’s approach in that class. In the book Teach for Authentic Engagement, Porosoff shares the importance of students bringing themselves to their academic work and shares a process that helps students figure out the most meaningful topics to pursue (pp.98-102):
- Generate a long list of potential topics. Set a target for the number of items students should brainstorm. Give a timeline as well, so that students make progress.
- Articulate a personal connection to each item. Students should be able to find a link to the item listed. If not, strike the item.
- Sort the connections according to how personally meaningful they are. Weighing each connection allows for some level of value judgment. Put the more meaningful connections toward the top of the list.
- Test the topics to determine which one works best for the student and the assignment. Even though the brainstormed list may now have some top connections, not all are sufficient for sustained interest and study. Test two or three to see if they stick.
- Choose which project they feel most compelled to work on. After completing the testing phase, help the student choose the one most likely to fit the academic needs of the student and meet the goals of the project itself.
As you prepare for next week, think of the projects you are introducing. Use this process to help students select engaging topics. You and your students will be glad you did!
Phil Harrison Coaching 