Learning from students is always so inspiring and personally, I think they are the one under utilised resource in schools that can illuminate our understanding of the teaching and learning profession. Unfortunately too many teachers think they know best, but that is another story, so let’s keep it light, tight and bright!
Recently I had the pleasure of visiting a grade 3 class who were sharing what they had learned through their unit “how we express ourselves.” Through the creative endeavours of the teachers in this grade, I was really pleased to see how this unit has morphed into a learning experience that captures and extends students passions. I was truly captivated by what the students shared with me; it was diverse, student driven, creative and deeply reflective.
Amongst the many anecdotal highlights, one really caught my attention and made me think about our desired learning outcomes and how we structure curriculum to bring about those outcomes. So please allow me to introduce Vera, whose passion is cooking. When I asked Vera what was one of the most memorable things she learned from the unit, she did not mention any of the fun stuff. Vera said quite openly, she thought she needed to eat a little healthier. I found this quite profound, because it was not quite what I had expected. If this had been a unit about the human body or healthy balanced living (as is common in PYP schools), many of the students would have probably given a teacher pleasing answer about eating healthier. When I shared this thought with Vera, she said, “yes, I know most kids say that, but then after the unit they just eat even more unhealthy things!”
Interesting… I am sure you can make many connections with this reflective anecdote, maybe ideas about… intrinsic vs extrinsic motivation, flow learning, the power of student driven inquiry and action. However, for me it is another reminder that curriculum and learning need to be a process of negotiation with our students in honour of what they can bring to the table.