Removing the Feeding Tube

Finally, I am taking the time to sit down and write a blog about some ideas that have been stewing in my mind for awhile now and it is time to finally get something done.  Thus for my first post I am going to begin reflecting on the revamp of class @schneidermf and I team teach (Humanities II, American Lit. and History).  Thanks to our tweeps (@ryannack @ryanmcclintock @elcoopacabra @bjork737) that have helped provide constructive advice in the redesign of our class model and curriculum as it remains a work in progress.

"We do not learn; and what we call learning is only a process of recollection." - Plato

The transformation of our class in the past ten months has been a process of many peaks and valleys as we attempted to find a method and model that engages our students to think critically and crave the acquisition of new knowledge and skills.  Getting to this point required a shift in our thinking about how we taught our students, but thanks to the great PLN developed via Twitter a variety of ideas developed and brought us to the current model that we have developing and implementing. 

Instead of having students simply recall information for the purpose of taking a test, the challenge that has been put forth to our students makes them accountable for their learning.  This has meant creating a student driven learning environment with them actively working each day in class on the activities, assignments, and projects that not only are related to American History and Literature, but can be connected to other classes in their academy (most students are STEM).  NO LONGER will we force feed our students the content and skills of the day as they attempt to text without being caught, rather students are challenged to be responsible for their learning and skill development.

This shift in philosophy and practice caught many students by surprise, as they adjust the individual and small group discussions are increasingly interesting and engaging.  Using a student driven environment has allowed us to make direct connections with EVERY student in the classroom multiple times each day to have conversations about their learning successes and struggles.  Getting to this point though has not been easy as letting go of control over the classroom has been an adjustment, but am enjoying the ability to connect  with students about their learning.

Though frustrations arise in this system as they would in any other, I am excited about pushing students to challenge themselves with Project Based Learning that extends the curriculum beyond Social Studies and English and relates to other content areas.  Students will be challenged to think beyond simple rote memorization and regurgitation of information, rather to feed their mind they will need to start feeding themselves.