Recently I viewed a student produced video featuring a program in which students designed, planned and executed their own curriculum. I will put a link to the video in this post. The program was very small being an experiment being done by a bold principal and strong teachers who were willing to try what I think will be the next wave of learning programs in many schools. The students met each day to report on their work. They also used the meeting to support rone another with any difficulties they may huave in their lives.
The students in the program had literally no prompting from their teachers as to what to study. The students had agreed to create substantial questions which they would research during the week. Each student produced a product which was presented to other students in the program. Their fellow students commented and critiqued the work. Not all the criticism was positive. The presentations in soe instances confused the other students who expressed their confusion. The presenting student then reworked the presentation to make it more readily understandable.
As many would expect not all teachers on the school staff were supportive of the program. Their primary concern seemed to be who would determine what was worth learning as well as how quality work would be determined . These students shown in the video were exemplary in their ability to handle the work. They were also able to decide on valid topics.
In many ways this brought to mind the unschooling style of home schooling. The program worked with complete independence. These seemed to be very mature students who had been selected for their ability to work independently. Perhaps not.
I am a huge supporter of this concept in spite of what may be serious questions. Can all students in a school setting make this work. How early can a program of complete independence start.
Can all students in a school setting make this work. This problem seems to depend on the leadership in training students used to completely directed learning and the motivation of the individual student. An enormous stumbling block for modern "school" students is the almost complete elimination of anything internally driven. They are used to being given everything from what to study, how to study, assignments and methods. Further, they are not often allowed to evaluate their own work. These problems could be remedied by highly motivated teachers who would help them evaluate their own work until they could be independent. But, the peer students seemed to take care of this issue. I have found during my teaching career that students are at first confused by the new found freedom. But, soon they realize they actually are responsible. Then they rise to the freedom given them by becoming more and more responsible for their own work. The best example of this concept is trying to teach young people about the value of money. My mother who was perhaps ahead of her time opened the check book to me when I wanted something that cost money. We were not rich although I didn't have a good sense of that as a child. She then gave me choices such as food or the toy. She also gave me an allowance to supplement the small jobs I did as a boy. I soon learned that I had choices which had real consequences.
Perhaps the same concept will work to encourage completely independent programs in schools. Another worry teachers voice is what is their role in this system. Their role would be more important as they will be guiding, counseling, and working as true mentors to students developing their educational program. So what is the bottom line for this kind of program to work? One must realize that much reeducation of both students and teachers will be needed. My musing in this single blog post will serve only to offer thoughts. But I would like to organize a few thoughts that strike me regarding qualities that will make such a program successful.
http://m.youtube.com/#/watch?v=RElUmGI5gLc
The students in the program had literally no prompting from their teachers as to what to study. The students had agreed to create substantial questions which they would research during the week. Each student produced a product which was presented to other students in the program. Their fellow students commented and critiqued the work. Not all the criticism was positive. The presentations in soe instances confused the other students who expressed their confusion. The presenting student then reworked the presentation to make it more readily understandable.
As many would expect not all teachers on the school staff were supportive of the program. Their primary concern seemed to be who would determine what was worth learning as well as how quality work would be determined . These students shown in the video were exemplary in their ability to handle the work. They were also able to decide on valid topics.
In many ways this brought to mind the unschooling style of home schooling. The program worked with complete independence. These seemed to be very mature students who had been selected for their ability to work independently. Perhaps not.
I am a huge supporter of this concept in spite of what may be serious questions. Can all students in a school setting make this work. How early can a program of complete independence start.
Can all students in a school setting make this work. This problem seems to depend on the leadership in training students used to completely directed learning and the motivation of the individual student. An enormous stumbling block for modern "school" students is the almost complete elimination of anything internally driven. They are used to being given everything from what to study, how to study, assignments and methods. Further, they are not often allowed to evaluate their own work. These problems could be remedied by highly motivated teachers who would help them evaluate their own work until they could be independent. But, the peer students seemed to take care of this issue. I have found during my teaching career that students are at first confused by the new found freedom. But, soon they realize they actually are responsible. Then they rise to the freedom given them by becoming more and more responsible for their own work. The best example of this concept is trying to teach young people about the value of money. My mother who was perhaps ahead of her time opened the check book to me when I wanted something that cost money. We were not rich although I didn't have a good sense of that as a child. She then gave me choices such as food or the toy. She also gave me an allowance to supplement the small jobs I did as a boy. I soon learned that I had choices which had real consequences.
Perhaps the same concept will work to encourage completely independent programs in schools. Another worry teachers voice is what is their role in this system. Their role would be more important as they will be guiding, counseling, and working as true mentors to students developing their educational program. So what is the bottom line for this kind of program to work? One must realize that much reeducation of both students and teachers will be needed. My musing in this single blog post will serve only to offer thoughts. But I would like to organize a few thoughts that strike me regarding qualities that will make such a program successful.
- There must be an innovative and fearless principal at the head.
- There must be a cadre of teachers who believe in students.
- The teachers must be willing to let go the reigns.
- The program should probably start with a small core group of committed students.
- The core students will become the evangelists of the program as other students observe their freedom, choice and control of their lives.
- The program should be allowed to grow organically as students are motivated.
- The students should be given strong initial training in "how to be independent human beings" by mature independent adults.
http://m.youtube.com/#/watch?v=RElUmGI5gLc
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