home activities: "Why do they (teachers) keep talking about the real world out there? This is my real world."Ĭhildren and teens produce volumes of content through social media, such as YouTube, podcasts, Minecraft, and Twitch. My fifth-grade son shared these words of wisdom regarding school vs. Eric Williams, launched One to World, which provides student-centered learning experiences.
For example, Loudoun County (Virginia) teachers, led by Dr. For a deeper experience, have students apply the skills in ways that support or enhance their current "real world." This can be approached in individual lessons or as a unit. Show real-world relationships where possible in lessons. They need to understand how their existing talents fit and how they can confidently apply the skills in a meaningful way to their lives outside of school. Confidence rises as they understand how their existing expertise fits into the new concepts being taught.Ĭhildren and teens have the same need for curriculum to be presented in a context that's meaningful to them.
When educators feel that their professional experiences are respected during workshops and courses, their buy-in and involvement increases. Recognize That Students Are Reflections of Us as Learners
Students experience math, science, English, and history, plus other subjects, and interact with education experts (teachers). While content increases in complexity, the school environment does not change dramatically. The child in third grade knows three years of teaching and learning, and the high school sophomore has experienced ten years. Students are accomplished education consumers. Give students the chance to take charge of activities, even when they may not quite have all the content skills. Some examples include using Minecraft to design models and prototypes, presenting through social media tools, or writing in a professional medium.
If a proposal meets the academic requirements, perhaps with some negotiation, the student gets a green light. The third choice is a blank check - students propose their own product or performance. The teacher designs two options based on what most students may like to do. A safe approach is to offer three options. Offer a variety of product options based on what you know about your students. How learning will be demonstrated depends on the different ways that students processes understanding. Start with a brainstorm of what they like to do, and dialog together to match their interests with the skills and concepts.
The best strategy is simply asking what students want to explore.
For example, when learning how to write persuasively, some students may want to deconstruct commercials, product reviews, op-eds, and/or social issue points of view. Let their interests drive the content that teaches skills and concepts. What is learned involves students choosing the focus of content. Showing relevance from students' perspective is similar to teachers experiencing professional development that is job-embedded. The answers "It's required curriculum," "You need it for the test," or "Because I say it's important" are intended to save time, but they only result in students giving lip service to the rest of instruction. Learners need to understand the value of the subject, vocabulary, and skills before they are willing to invest effort. They need a voice in why, what, and how learning experiences take shape. Placing students at the center of their own learning requires their collaboration. Allow Students to Share in Decision Making As the authority, teachers decide if they will "share" power by empowering learners. This first of my three posts on student-centered classrooms starts with the educator. Teachers must become comfortable with changing their leadership style from directive to consultative - from "Do as I say" to "Based on your needs, let's co-develop and implement a plan of action." Involving the learners in these decisions will place more work on them, which can be a good thing. Student-centered classrooms include students in planning, implementation, and assessments.
The learners may not be allowed to leave the classroom when the instruction doesn't involve them, but there are many other ways that they check out. Effective professional development caters to what teachers think will help them become more effective. Achieving this goal means understanding what the participants value, and engaging them in those areas.