Reflection: Classroom Setup IMPACT ASSESSMENT: The hidden costs of gentrification (1 of 2) - Section 3: EXPLORE: Impact assessment challenges

 

There is no perfect grouping strategy.  Something I have tried this year to group students is to have my classes help me with a personal problem.  I present a situation and provide four or five solution ideas.  Students choose an idea and students with the same idea form a group.  For this to work well, the choices need to remain anonymous; students should "vote" on slips of paper and they should not be told that responses will be used to form groups.  Additionally, the scenario presented and the solution ideas should be personal, interesting, and plausible.  I use this strategy about once per marking period (six times per year).  Each time I reveal something about my personal life that most students do not know.  In this case, I ask for help with a surfboard I want to design and also use Chamorro language in the introduction (my father's side of the family has Chamorro roots).  As for the possibility of students all choosing the same solution idea-it has never happened.  Usually I get an even distribution.  This requires that there is no best solution idea.  

  Classroom Setup: Student groupings
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IMPACT ASSESSMENT: The hidden costs of gentrification (1 of 2)

Unit 5: Food (biosphere and geosphere)
Lesson 4 of 24

Objective: In this two lesson sequence students will be able to 1) identify a measurable environmental impact of Sunset Park's Industry City; 2) develop a method for measuring environmental impact; and 3) present environmental impact findings to the class.

Big Idea: Sunset Park is home to Industry City, a sprawling former industrial complex turned bellwether of imminent neighborhood gentrification. How might we calculate the hidden costs of the environmental impact of Sunset Park's gentrification?

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