From teacher-driven to student-driven.

The academic year that is drawing to a close has been a learning curve for both my students and me. The individual research project that the Grade 9 students had to complete for their Population unit was indeed one of the biggest challenges this year. This unit had been modeled on the philosophy of project-based learning which also blends well with the learning objectives of the new MYP Humanities guide.

Before starting their project, students were exposed to concepts.They learned that these are mental constructs that share common features. As Lynn Erickson states, concepts are:

• Timeless
• Universal (can be applied in different contexts)                                                             
• Abstract to different degrees
• Represented by 1 or 2 words.

By familiarizing themselves with the common characteristics of concepts, students were able to create conceptually-driven research questions. Students were given the freedom to create a product of their choosing that would address a target audience. They had to ensure, however, that their project addressed the unit question: When is populations a problem?

As mentioned in one of my previous posts the process was a bit bumpy at times, but the end results were comforting.

Students let their imagination run wild and created products that ranged from children's books to model wind turbines:

Emma wrote a children's book that talked about resource depletion caused by humans. She read this book aloud to elementary school students.  

Taesam created an animation video that explains the impacts of cattle ranching on sustainability  

Norah researched about space colonization and created illustrations to present her findings

Chris wrote an article on his website to discuss how flooding is one of the biggest causes of migration in Bangladesh

Nina created a model wind turbine. For her personal project, Nina will build a prototype wind turbine  which could be used in the impoverished areas of Lima.

In conclusion, even though some students were unable to create products that met their expectations, they still learned a great deal. At the end of the unit, I asked students to write reflections  and their feedback was insightful:

"This project was clearly more challenging than other projects because I made the whole outline for my product. This required me to think very carefully into each stage (research, investigating, and creating my product). I am not self dependent so I am not used to think with my own brain, I usually depend on others doing the work, that is why this unit was challenging but at the same time it triggered some kind of creativity because I had the opportunity to research about something I was interested on." Taesam

"From doing this project I have learned that as a learner once I get an interesting topic that I am fully invested in, I have no trouble continuing with the project. By staying invested into a topic of my choosing I can create the best final products to my capability and get the grade I deserve. Project based learning is a lot better than what I’m used to because it gives me a chance to think for my self and learn from mistakes I’ve made while doing the project. These projects aren’t easy but they help you think in ways you haven’t had to think before."  Nicole 

"Projects like this one prepare you for the real world because in the real world, we don’t get everything done for us, we have to do it ourselves." Antonella

"Up until this point, students—or at least this student—have been babied for the majority of their lives. Everything that they need to do has been given to them in the form of explicit, direct instructions with countless exemplars and checklists that were just handed to them. In the real world (unless your boss has very strong OCD) you will not be given detailed, step-by-step instructions about what you are supposed to do.  Most things require you to use your noodle to create a solution and/or plan to help you succeed. This kind of project takes the focus back off the process, and puts it on the product in a very similar way to real life. This helps ease the transition between schooling and life." Ashley 

The Static vs the Dynamic

We often define success as the accomplishment of a final goal. Some of us reach a level and choose to stay there while others aim for higher or different peaks. No matter what we choose do, we focus on a target and we keep that target at the forefront of our actions. Like many others, I’ve chosen to keep on aiming higher because I always envisioned myself on the next peak. However, I don't believe anymore that this is what truly has been motivating me.

Let’s make no mistake here, I DO want to reach my peaks, but I am starting to become aware that this is not the main driver. And this recent epiphany is significant, because now, no matter how impossible an accomplishment might appear to be, I will be less likely to cave in. It is the realization that rather than working hard to reach a peak, I’ve been actually aiming for a higher peak so that I have the opportunity strive to get there. While it might be rewarding to sit on a plateau celebrating the accomplishment, I know that this won’t determine my happiness because the peaks, no matter how good they makes us feel, are static. It is the motion that truly triggers growth irrespective of the achievement of the final goal.  

 

And I guess that is why I am so enthralled by my profession. I aim to reach a level of mastery in teaching. After all, the kids deserve only the best. Yet I know there is still a long way to go and it is this awareness that makes me feel in my element. I choose to challenge myself to solve this riddle because it fascinates me; it gives me the opportunity to use my ingenuity as I try to crack the codes. It is this dynamic drive that makes me want to wake up most mornings and go to play.

The peak is ultimately a wonderful excuse for us to stretch ourselves and feel truly alive.