Cutesy or clear? rows or seats in teacher prescribed groups? lecture format, flipped classrooms…either or/- or a little bit of “everything” to not merely allow for each “type” (are we still discussing “types”) but to put personality back into a teaching “formula” and to allow each instructor, parent, educator, to share key concepts, and to remember that be it in a one room school house ( these still do exist ) or a couple thousand strong – formal learning environment, we ARE after a similar set of goals- how to share a concept so that learners of all ages want to make it their “own”.
Working with a variety of learners has “proven” one thing to me; thinking in action, changing direction, and being able to make time for student led questions, student led “experiments” does not mean “hands-off” in terms of teaching but the opposite- clear directions for open-ended results, open ended directions for further inquiry, and the expectation of change occurring when a student begins to believe that there is a purpose to an action. Having said that, my next comment might surprise people- for indeed sometimes the purpose is to prepare for a quiz; sometimes we practice something to make it a “habit”.
If independence of action remains a goal suggested by the “some day” to be earned diploma, then testing continues to hold value as a means of demonstrating some form of learning- we are encouraged to “test drive” a car before selecting, shouldn’t students be allowed to test themselves at higher levels of challenges? The problem I have seen from some test results is the subsequent labellings of a student, labels that often do not take into consideration the growth that is taking place within our young, daily. While I favour ongoing assessments, formal and informal, I have seen students respond with excitement to the idea of an examination- formal term applied. And to the cheering that is also part of an educator’s role, when we recognize even “basic” accomplishments; learners of all ages do want to know what a test is examining, how to tackle it, and in what areas could one improve.
Classes for many resume next week 🙂 – teachers are rarely blase about the prospect knowing that introductions can set a tone; I think of how many good stories I may have not completed reading if I hadn’t encouraged myself to move past the first two chapters, and get into the true focus of the story. Realistically, characters grow on readers as we join them in their adventures- It is ok to be a bit of a character to the students as long as we remember to stay curious ourselves; then learning is not merely an adventure, but a joint venture.