PBL Sleep Debate
Should schools start later?
Persistent Issue: Students seem to do better academically if schools start later.
Central Question: Should all schools begin later?
Lesson 1: Grabber and Introduction
One 90-minute class period
Introductory Grabber: Instructor begins class by showing the students this video. The class then discusses their thoughts on the subject, and what they believe the pros and cons to schools starting later would be. It is important to ask students to step away from their role as a student and ask them to try to place themselves in other people’s shoes, as well (taking the point of view of teachers, parents, etc.).
Introduce the Central Question: The instructor relate the video to the students and how critical it is to have an adequate amount of sleep. Sleep not only helps students rejuvenate but it also helps students with retaining the information that they’ve learned throughout the day. If the student doesn’t get a certain amount of sleep, the retention of information could be hindered due to a certain realm of sleep that is reached. REM sleep is reached once an individual has been asleep for a certain amount of time. REM sleep helps retain the information that was learned the following day. If the student does not reach REM sleep, their ability to recall could be limited. Therefore, one could suggest that a later start for school would be an effective strategy to improve academic performance. Should all schools begin later ?
Lecture: The instructor introduces this scenario: As the students know, it is impossible to get the full amount of sleep that they are told they need. Create different scenarios that include perspectives of students and families in different socioeconomic statuses and how they would likely be affected by the change. For instance, a parent that works a 9-5 job finds it easier for their student to start school around 7:30, because it allows them enough time to drop their student off and get to work on time. However, the student may not be getting the amount of sleep that they need. There will be multiple scenarios with perspectives from both students and parents, so they can create a more rounded view of how everyone in the given situation is affected.
Culminating Activity
Structured Debate Activity
Two 90-minute class periods
Introduction: When students enter the classroom, the desks have been separated on each side of the room. Students are allowed to freely choose where they sit, and then each side of the classroom is given a side of the topic to take. One side will be arguing for schools starting early, and the other side will be against it.
Lecture: There is a very brief lecture over the four different articles the students are given. (Article 1, Article 2, Article 3, Article 4)
Activity Overview:
The first speaker on the affirmative team presents arguments in support of the resolution. (5 – 10 minutes)
The first speaker on the opposing team presents arguments opposing the resolution.(5 – 10 minutes)
The second speaker on the affirmative team presents further arguments in support of the
resolution, identifies areas of conflict, and answers questions that may have been raised by the opposition speaker. (5 – 10 minutes)
The second speaker on the opposing team presents further arguments against the resolution, identifies further areas of conflict, and answers questions that may have been raised by the previous affirmative speaker. (5 – 10 minutes)
The rules may include a short recess for teams to prepare their rebuttals. (5 minutes)
The opposing team begins with the rebuttal, attempting to defend the opposing arguments and to defeat the supporting arguments without adding any new information. (3 – 5 minutes)
First rebuttal of the affirmative team (3 – 5 minutes)
Each team gets a second rebuttal for closing statements with the affirmative team having the last opportunity to speak. (3 – 5 minutes each)
There cannot be any interruptions. Speakers must wait their turns. The teacher may need to enforce the rules.
Preparation for Debate: The students are given instructions to read the different articles they are given to search for points supporting their side, individually. After this time, students come together with their group to decide what their strongest points are, and they begin to build their side of the debate. They are also informed that they should include some of their own personal experiences, or the experiences of others.
Debate: See activity overview for the structure. The instructor simply plays a part in facilitation on start and stop times and keeping the debate on topic, but not adding any points to either side. The instructor will also choose which side the students will be on for the debate. This will keep the debate even with different opinions on each side.
Debriefing: Following the debate, the students will have the option to ask any follow-up questions and any other questions that they have. During this period, they will also receive what professionals suggest. Many professionals suggest that schools should start later. A later will lead to academic improvement and an increase in focus and alertness. However, a later start will limit after-school activities, clubs, and may cause a conflict with transportation and commute. The students will have to have later sports practices, which will influence the later the students will get home, sleep, eat, and still have to complete their homework. Also parents will have to accommodate to the later start and this may be conflicting due to their work schedules. During this debriefing, we will also let students decide their position.