The 'Planning Overview' page shared our intentions before beginning our classroom learning. It was our 'pre-thinking' for this journey on 'rethinking learning.' Here you will find a brief summary of the major themes that emerged as we worked through the various stages of this journey. This page will be updated as we work.
Beginning- This stage was purely about sparking students curiosity; engaging them in wanting to learn; about being excited to come to class. We stepped back and allowed students to explore and make decisions on their own about learning. They chose what they would do, who they would work with and how they would do it. We were all excited! Students couldn't wait to begin their learning and we couldn't wait to see what they chose to explore. We needed to see that learning could happen if we weren't 'telling' students what to do. As much as anything, it was a time to prove that this was a good thing and that students were much more capable than we sometimes (a lot of time) give them credit for.
This stage convinced us that we needed to keep going on our journey; that students genuinely want to learn and are able to help make decisions about their learning. There seemed to be a natural transition from their exploration stage to 'wanting more.' This is where they needed us. We needed to help facilitate their learning. By observing carefully through this stage, we could see where we were naturally needed; to guide them in moving forward.
Developing- This stage of the journey was a little more tricky. Students had mastered the exploration and 'sparking curiosities' stage but now needed help to go further with these interests. As much as we saw the need for us to support them, we also saw some real challenges for moving forward. This stage called on us to work together with the students to pool all of our strengths and help one another. If students really wanted to continue to pursue their own interests and passions for learning, they needed to grow their independence for doing so. Sam and I didn't want to go back to managing each student individually; we knew that would be taking a step back. What we had to do was differentiate between where students were. We had to work with the students to identify the skills they needed to continue their independent inquiries and then we needed to find ways to support them, not control them. This stage involved many reflective conversations and a lot of goal setting with each other and students. We made our struggles visible to the students and asked for their support and problem-solving around them. We agreed on collective responsibilities for moving forward. We co-owned the journey and basically re-named this stage as 'our road to independence.' (Later we joked that it should was more like a mountain climb at times). Students knew we were on the journey together and that although we faced roadblocks and rough roads, we also believed we could get there. We knew that we had to keep going.
Our reflections together and goal-setting with the students were essential to making it through this stage. As we celebrated successes in moving down our road, the change in energy in the classroom was incredible (and actually remains that way). Students were excited and feeling good about themselves! To hear them celebrate their accomplishments, successes and learning is powerful. The students genuinely care about how and what they are doing. They feel valued and like who they are becoming!
To have mostly every student able to now manage their time (with occasional reminders), we knew it was time to go further yet.
Applying- We have currently moved into the applying stage of our journey. In this stage, students will continue to engage in independent inquiries while now also engaging in small group inquiries with their teacher around some of the big ideas of content area curriculum. As teachers, we anticipate this level will be a smoother road to travel. Students have come so far in working independently and responsibly that this stage really just changes by adding another opportunity for engaging in inquiry with their peers. Small group will continue to include decision-making together with the students about the course of learning to happen while looking at big ideas from the curriculum together. Students will still have, however, time to continue to engage in their own explorations. We are looking forward to seeing how the two work together!
Innovating-
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