Debriefing DACA in the Writing Class

When given a chance, students testify to their desire for meaningful lessons. As one student wrote in an exit ticket, “Teachers can help us learn . . . about real life.” In an online discussion, students agreed they want to know how to deal with issues they encounter in their lives. They want relevant lessons that apply to their lived realities. That and the fact that our campus is located in Chula Vista, a stone's throw from the border, compelled me to discuss the repeal of the Deferred Action for Childhood Arrival (DACA). As a college professor, I have a duty to address an issue that affects so many in our community. I am also obligated to show students how a critical thinkers might approach these kind of issues.

Inspired by a blog entry from the good people at Facing History and Ourselves, I hacked a reliable schema building exercise for just that purpose: the KWL table. This activity calls for students to generate three different lists on a topic. The first column, "K," stand for what we KNOW about the topic. The "W" column is for what we WONDER. The "L" lists what we learned about the topic, the post-lesson reflection.

I decided that instead of using "K" for Know, we would consider "What we THINK we know about DACA and its Repeal." Using "what we think we know" allows for students to be wrong and to identify misconceptions we would need to clear up should we explore further.

What you think you know about DACA

Before diving into listing, students composed a solo free-write responding to this question: “What thoughts and feelings come up for when you confronted with news of the DACA repeal?" I told students that this was "sloppy copy" writing - not meant to be collected nor shared but to generate and clarify their thinking. I did not collect nor ask anyone to share these “sloppy copies."

Students next met in pairs, putting aside their sloppy copies. Dyads brainstormed what they thought they knew about DACA and it's repeal and what they wondered about the issue. They had a few minutes before we went around the room and contributed ideas and questions on the board.

After discussing both lists, I used the next few minutes to amplify how what we just did is a mini-version of what researchers do. Scholars and thinkers inventory what they think they know and generate questions. Next, we would investigate our beliefs to verify, correct, and clarify our preconceptions. And seek out what others might say.When I asked students how they met inquire for more information, they quickly responded that they could use the internet great formative assessment for me!). Since this is their first semester at college, I introduced the idea that they could ask their professors. New and first-generation college students need organic reason for speaking with someone they might not know how to approach. This is what I hoped I could provide - something that fit into the learning objectives of a course meant to introduce students to academic discourse and practices.

What you wonder about DACA

The other outcome had more to do with the interpersonal and relational aspect of being in a learning community. The answers students came up with, regardless of their position on the DACA repeal, indicated more than an intellectual concern but one about the human aspect of the ruling. Students saw that we could have a difficult conversation about real issues, building trust with each other, and themselves for being courageous enough to share opinions - privately, in pairs, and in the whole group. And hopefully, the activity affirmed their belief that college is an important place to explore meaningful issues.