There's something to be said about students doing what they want to do. When students are engaged their learning is far superior. My Tuesday was all planned out as usual but I wasn't sure if we were going to be able to Skype another class or not so I simply left a question mark on the schedule for the day. Of course when the kids came in that morning, they asked what the question mark was and I said I wasn't sure yet and we could decide later. What I didn't expect was to be greeted with pleas of doing their 'home learning' work for a period. Of course sticking with the attitude I've taken on this year (Go With What The Students Want), I said sure. Little did I know what would transpire.
Let's take it back 3 weeks ago though before I get there. I had gotten back from my trip to Vietnam and inspired to change up my homework from my visit to a friend's classroom at the International School of Ho Chi Minh City, I decided to try this 'home learning' approach but wanted to take it a little slower the first time round to see what would happen.
The first week I gave my students the question "How have inventions changed to impact our lives?". From there, I asked them what they thought about that question and what they already knew. We decided to focus our question a little bit more individually and each of them came up with an overarching question they wanted to explore. Topics included how makeup changed to impact our lives, food colouring and even refrigerators. Then we explored where we could gather our information from using our new MISO Charts. Media - videos, websites, pictures, books, magazines, etc., Interviews - family, friends, teachers, experts. Survey - what survey questions would gather good data. Observations - what could we see and learn about. It was amazing that the students weren't familiar with resources outside of the internet really. So one of the first things we did was take a trip to the library and learn how to find books using the online catalogue and the dewy decimal system. This week we also brainstormed a list of other questions that would help them answer their larger question.
As we began week 2, we had some serious discussions about our mountain analogy of needing to help everyone get to the top of the mountain but more importantly, the process of getting to the top was more important than actually being at the top. As we explored the topic of process journals, my students explored our DP students Art Books and added postits in it of ideas and strategies of how we could present the information we found in our process journals. This included things like various charts, labels of pictures, timelines, more than one draft, building lists of ideas etc. Then it was time for them to be like the DP students and begin their own journey through the process. We had some time in class but primarily it was something they could work on at home. To be honest, by the end of the 2nd week when we checked in as a class and reflected on our work, I was a little disappointed my students hadn't gotten into more. I thought for sure if they had chosen their topic they would want to learn more about it. Puzzled by it, I decided to forge on and give them another week of exploring their topic with research. I was curious to understand if it was just because this was the first time we were doing it or if I just wasn't putting the right spin on in.
The third week I tried something a little different. I had more checkins daily. Each day we would check in to see what they had accomplished the night/day before in class. I started sharing more of what some students had produced with the class and sharing more about different strategies they could use. Instantly, I had students coming into school each morning wanting to show me what they had done in school so I could show the class their work. I also had students begging me to give them more time in class to work on it. By the end of the week, I was flipped in my thinking and completely amazed by the depth some students had gone into. The students were learning with their parents too asking them question about the project but more importantly sharing what they were learning and developing that home school connection.
So now we are into our fourth week where students have now turned their process into a product and what an array of assignments that have started to take form! We have PowToons, bulletin boards, books, models, presentations, documents, Wordles, diagrams, iMovie, pictures and so much more. The quality of their work has gone up and the students are really excited to share what they've learnt. It also gave me a lot of opportunity to have discussions with students about the presentation of their work. How does the sizes of their titles impact its effect? What about colour and organization? How fast should the speed of text on a slide be in order for the reader to view the presentation/video?
That question mark on Tuesday that barely found it's way into the schedule that day for a period turned into an entire afternoon. When it was time for break, my students just wanted to keep going. When break ended and I said it was time for our Math Battle, they begged to keep going... and going... and going... right until the end of the day. Who am I to get in the way of their learning? Every child was engaged in 2.5 hours of work that they wanted to do. They are learning more than I could have planned for and will ultimately teach each other more than I could cover. They are inspired to research, take notes and then share their knowledge.
Next week we plan on presenting our findings to the class with our final products. My class would like to hold an exhibition and invite other classes in. Again, not something I had thought of at all but will go with what they want and see where it goes. I am excited to see what the final products turn out to be after 4 weeks of hard work from them.
At the end of the day, cancelling a few lessons for the sake of student choice and voice was just what my kids needed. Perhaps what I need more of is just a few more afternoons of those amazing little question marks.