Involve Me and I’ll Understand…


There’s a quote attributed to the Chinese Confucian philosopher, Xun Kuang that goes, “Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand.”  It’s a quote that I think of often as an educator.  What does it look like “to involve students” so that they understand?  It seems obvious to me that if I want them to understand the steps of experimenting or engineering that they need to actually experiment or engineer something on their own.  That is why I offer a Science Fair in the spring and several engineering projects throughout the year.   But it doesn’t seem so obvious to me when it comes to subjects that are not typically taught as a science.  When we observe the emphemeral pond out back or sample the macroinvertebrates in the creek, the students are physically involved.  They are out of their seats and using all of their senses.  How do you recreate that total involvement for subjects like writing, grammar, and orthography?  Below are a few things we’ve done so far this year.

As an introductory activity to the general topic of writing, I involved my students in an experience that would help them see just how similar writing is to sculpting.  Both demand creative ideas and persistence.  That is where we began.  I gave each student a small can of Play-Doh.  I asked them to just pull, mash, break, and squeeze.  I wanted them to get used to the material they would be using.  I then compared it to the materials of a writer – words, pen, paper, thesaurus, dictionary.  Then I gave them a task.  They were to create a pencil holder.  Having this focus helped them have a goal in mind as they worked.  In writing, this would be the main idea of the piece of writing.  What do you want your reader to know?  How do you want them to feel?

As I looked around and saw a variety of shapes ready to hold pencils, I asked everyone to smoosh their design.  Completely mash it up!  “That was just your first draft,” I told them.  “Maybe you want to try some other way to approach it this time.”  Again they flattened, rolled, and sculpted until they had something that they liked.  Something that would work.  That’s when I told them to smoosh it again!

This time they really moaned.  “It’s fine.  That was your second draft.  Start again.  Show yourself that you have even more ideas in that creator of yours!”  As they worked I continued to talk about how this was similar to writing.  I shared with them my personal writing process.  I write.  Then I reread and change some things.  Then I start all over again with a whole different approach.  I write.  I read.  I change.  I write.  I read. I change.  I do this until I am satisfied my writing says what I want it to say and in the way I want it said!

As I asked them to begin their fourth and final pencil holder, I told them they could choose to create something completely different, go back to a design they loved, or combine one or more of their previous ideas.  The whole point here was that the creative part of us has lots of ideas.  When it comes to writing, it’s no different.  “Let your creator drive you in the beginning writing stages and don’t ask your editor to come out until the final stages of your writing!”

When they were ready for their first edit, I asked them to get feedback from one other person.  Perhaps they would make a change, perhaps they would not.  I asked them to look at the pencil holder from many angles.  I told them this was like revising writing.  Making sure what feels clear to you as the writer is also clear to your reader.  Then we were ready for final editing.  In writing that would mean checking spelling, punctuation use, paragraphing, and other writing conventions.  In the art of pencil holders, it meant adding a small amount of one other color for some finishing touches.

Since then we have played with writing ideas.  We haven’t finished anything, but we are getting familiar with the materials a writer uses.  We have tried some story starters and a few were ignited enough to take home their notebooks to write more.  We are trusting that our creator is indeed full of ideas and we are enjoying being pleasantly surprised at ourselves!

Orthography and Science…..
In my last post I described how I involved the students during orthography by asking them to create posters that illustrated the structure of a specific science word.  There were only two in a group, so in order to keep the project moving forward, each needed to contribute!  The students wrote out the word and then wrote it again as a word sum or algorithm.  They researched the word to find the denotation of each base (all words were compounds).  Next they found words that shared the first base in their words.  So, for instance, the group that investigated <thermosphere> shared a list of words that included:


As you can imagine, looking at these words and discussing their relationship to their shared base <therm> which has a denotation of “heat” is a great way to understand not only <thermosphere> and this specific list of words, but also of words they may encounter in their future that have <therm> as part of their morphological structure!

But as wonderful as that process is, I realized this week that for many of my students brand new to the idea of a bound base, morphemes such as <bi>, <ge>, <atm>, and <hydr> seem foreign and totally unfamiliar.  They are so used to working with lists of words that are unrelated to each other, that they don’t expect words to be related to each other (unless the examples are walk, walks, walked, etc.)    It is extremely difficult for them to see <atm> and not think of the ATM machine near the bank.  So I needed to go back to the idea of involving them in yet another way in order to make <geosphere>, <atmosphere>, <hydrosphere>, and <biosphere> memorable.

This time I thought of using their bodies and their voices paired up with good old fashioned repetition and rhythm.  I worked the denotations of <bi>, <ge>, <atm>, and <hydr> into what they chanted as a class.

As we continue our discussions and discoveries about the bases we are encountering in these science words, we are also noting how often we see the bases <graph>, <meter>, and <loge> used with them.  That in itself has led to connections between the words biology, geology, astrology, zoology, and hydrology, biography, geography, lithography, and thermography, thermometer, atmometer, geometry, and hydrometer.

At least once a week I overhear someone say, “Mind blown!”  The first time I heard it I was delighted.   The fact that it has become frequent gives me even more satisfaction.  They are understanding like never before!  With some patience (you can’t push the river), these students will discover for themselves the fascinating stories that await them when they look closer at words!  They will know for themselves that words have structures that are reliable, and that English spelling makes more sense than the majority of its speakers realize!

“Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand.”  I know I teach with a combination of all three.  I tell, I show, and I involve.  And I keep trying to get the balance right — which means load heavily on the “involve me” end!





2 thoughts on “Involve Me and I’ll Understand…

  1. What I absolutely love about your work here with geosphere, atmosphere, hydrosphere, is that after having thought about and talked about the base elements, the connections to other words that share that same base element, the denotation of the roots, then there is no need to ‘rote learn’ a definition- the word itself holds the meaning!! Too often in subjects like science and biology, the definitions are given and divorced from the structure of the word itself. It’s so convenient that everything is right there before you and morphology and etymology is the key that unlocks it all!!

    • I shared your comment with my students today. We are becoming very aware of the meanings that morphemes have to offer. I reminded them that your blog is where we saw that magnificent ‘ge’ matrix last week! After reflecting on your comment, I wrote the word ‘geomorphology’ on the board and asked students to hypothesize a word sum. Then we talked about what we knew of these bases and their denotations, sharing ideas of what this word as a whole might be referring to. They did indeed see that knowing the structure led to recognizing the morphemes and the meanings that are held there.

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