Teaching True Crime: Challenging Students to Investigate Cold Cases, Advocate for Justice

Outline

Setting the stage: As participants arrive, they see and hear multimedia content about Tennessee students who have earned global attention for cracking a decades-old cold case and advocating for victims. (pre-session)
Session will open with Alex’s story of a veteran teacher’s transformation to teaching with authentic projects and his recognition of the true crime genre as a hook to engage students in deep and meaningful learning. (10 minutes)
Suzie, a PBL author and consultant, will put Alex’s approach in context, highlighting research-based strategies that work across grade levels, content areas, and geographies. (10 minutes)
Alex will deconstruct the story of Murder 101, the project that earned his students global media attention and has generated a podcast, documentary, and upcoming feature film. Throughout this experience, which has generated follow-up projects for new classes of students, Alex has facilitated learning with milestones, assessments, and high expectations for what students can accomplish. (20 minutes)
Both presenters will discuss the power of networking beyond the classroom to engage with experts and audiences. Alex will describe how he finds willing experts and prepares students to work with them for all projects—not only those focused on true crime. Suzie will add global context, sharing examples and digital platforms to extend learning beyond the classroom. (10 minutes)
With multimedia, presenters will show how students have leveraged social media and engaged with journalists to reach audiences far beyond their Tennessee classroom. In the process, they have become skilled communicators and deepened their media literacy. (5 minutes)
Audience Q&A closes the session. (5 minutes)

Outcomes

As a result of this session, participants will be able to
--Design real-world projects that engage students and build their sense of agency to tackle meaningful problems
--Spark curiosity from day one, including the use of generative AI to create provocative entry events
--Ensure that high-engagement projects address important content goals
--Plan for connections with experts and prepare students to make the most of these experiences
--Imagine final products that leverage technology to reach audiences and create an impact far beyond the classroom
--Engage with media to promote transformational learning

Supporting research

Boss, S. (In press). Students to the rescue: How to design high-engagement, high-impact projects. ASCD+ISTE.

Boss, S., & Krauss, J. (2018). Reinventing project-based learning: Your field guide to real-world projects in the digital age, 3rd Ed. Eugene, OR: ISTE.

Boss, S., with Larmer, J. (2018). Project based teaching: How to create rigorous and engaging learning experiences. Arlington, VA: ASCD.

Chen, C.-H., & Yang, Y.-C. (2019). Revisiting the effects of project-based learning on students' academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26 (71–81). https://doi.org/10.1016/j.edurev.2018.11.001

Fertig, B., & Montalvo, E., (2024, Jan. 24). Tennessee high schoolers solved a nearly 40-year-old serial murder mystery. The 74. https://www.the74million.org/article/tennessee-high-schoolers-solved-a-nearly-40-year-old-serial-murder-mystery/

KT Studios. ( 2024). Murder 101. Podcast series. iHeart Radio. https://www.iheart.com/podcast/1119-murder-101-140096221/

Hernandez, M. (2024, Nov. 1). The “uncheatable” projects students want. Educational Leadership (82)3. https://www.ascd.org/el/articles/the-uncheatable-projects-students-want

News Literacy Project. (2024). News literacy in America: A survey of teen information attitudes, habits and skills. Author. https://newslit.org/wp-content/uploads/2024/10/NLP-Teen-Survey-Report-2024.pdf