Can we truly have a student led lesson?

My students hard at work on a class project. Focus: Why do people Come to Canada?

I have heard these terms (student led and Student choice) being used and it has started to make me do some thinking. My biggest problem that I am having is if we as teachers are making detailed and thoughtful lessons, can we truly have student led lessons?

Now I know I may be questioning or going with the flow but, hear me out. I understand that as teachers we need to have the voice and ideas of the students at heart of our lessons. Teaching is no longer about the wise old sage on the stage giving all of their knowledge to their students. but should be more about facilitating the learning that is happening. If that is what you mean by student led then I am all for that. However, let me push some thinking more here.

In the last three years I have been highly influenced by Stein et al. article titled: Orchestrating Productive Mathematical Discussions: Five practices for helping teachers move beyond show and tell.  In this article they showcase five practises that all teachers should be doing.

11: Anticipation (P.322)

The first thing is for the teacher to look and see how students might mathematically solve these types of problems.  In addition, teachers should also solve them for themselves.  Anticipating students’ work involves not only what students may do, but what they may not do.  Teachers must be prepared for incorrect responses as well.

2: Monitoring students' work (P. 326)

While the students are working, it is the responsibility of the teacher to pay close attention to the mathematical thinking that is happening in the classroom.  The goal of monitoring is to identify the mathematical potential of particular strategies and figure out what big ideas are happening in the classroom.  As the teacher is monitoring the students work, they are also selecting who is to present based on the observations that are unfolding in the classroom.

3: Selecting student work (P.327-328)

            Having monitored the students, it is now the role of the teacher to pick strategies that will benefit the class as a whole.  This process is not any different than what most teachers do; however, the emphasis is not on the sharing, but on what the mathematics is that is happening in the strategies that were chosen. 

4: Purposefully sequencing them in discussion (P. 329)

With  the students chosen, it is now up to the teacher to pick the sequence in which the students will present.  What big ideas are unfolding, and how can you sequence them for all to understand?  This sequencing can happen in a couple of ways: 1) most common strategy, 2) stage 1 of a big idea towards a more complex version or 3) contrasting ideas and strategies.

5: Helping students make mathematical sense (P.330-331)

As the students share their strategies, it is the role of the teacher to question and help  them draw connections between the mathematical processes and ideas that are reflected in those strategies.  Stein et. al. suggest that teachers can help students make judgments about the consequences of different approaches. They can also help students see how the strategies are the same even if they are represented differently.  Overall, it is the role of the teacher to bridge the gap between presentations so that students do not see them as separate strategies, but rather as working towards a common understanding or goal of the teacher.

If we follow these practise as teachers we are thinking about good contexts that will create huge discussion in our classrooms. We are anticipating results and answers so that we as teachers can ask the right questions at the right time. We are planning and sequencing work so that the end results end up close to the Big Ideas that we were hoping to accomplish and we as teachers are prodding, questioning and revoicing so that the Big ideas are brought to the students attention. Finally, we then create similar problems so that students have the opportunities to try these ideas out again.

Now I know that this article is a math article but these practises can be and should be for all subjects. So if we follow this line of thinking, who is really leading the lessons? Is it the students? or is it the teacher? If we as teachers are putting in this much thinking and planning do we truly have student led or based lessons? or is it because we have put all of this planning into our lessons that students feel that the lesson is student based and that is really all that matters?

Love to hear your thoughts.

Global Awareness Projects: Grade Six

I have started a new grade this year and moved up to six. Its been a lot of fun. The social studies curriculum in six has the students learning two things: 1) Global Issues and how Canada and other countries deal with them and 2) The Canadian Identity and the various parts that have made it up. 

My teaching partner and I felt that Global Issues might be to big of a topic to start with as many of our students don't really know what happens beyond their neighbourhood. However, we decided to start broad, then go closer to home and eventually go back out to the world. We felt that the students needed to understand various problems that are out in the world to than see how the world has impacted us as Canadians. 

To do this we developed a Global Awareness project. The students had to pick a global issue in the world and research.  They had to figure out what the issue was and why we should care about it. I knew that being August (we are a balance calendar and teach in August) my students wouldn't have a lot of research back ground so we also turned it into a unit to learn how to research and write smaller reports. 

For a month students worked on these centers: https://drive.google.com/open?id=0B_euA7pkOAyXfi1tOTJTSXBudTUxeW1jeVJ5MjJERWROU2tTMFlJekZKdEROcUloa0xwWUk 

The focus of the centers was on asking critical questions, taking jot notes and writing paragraphs. Students also had to create short movie trailers for their global issues. 

Take a look at the videos: https://drive.google.com/folderview?id=0B_euA7pkOAyXflJFWi1lRFFxb1o5N2NjM0IzaFJKMkNTUk1MZ1RkVUNVOHpsWWM5VDg4dUU&usp=sharing 

Once this was done students wrote a mini report about their global issue. Here is their writing: https://drive.google.com/open?id=0B_euA7pkOAyXeERZTnMyNjd3ZU0. 

It has been amazing because I was able to team up with Peter Cameron from Thunder Bay and Barb VanHatten from Lakehead University. Together the two of them have been giving feedback through the ConnectED project that Peter started. 

My students have loved the impact that their writing has done and they have loved the real feedback, instead of just my thoughts to them. 

We plan to revisit these global issues again at the end of November and revise the learning that has happened from their other units. Please remember that these projects where their first attempts at writing longer report writing pieces and making videos. 

Just thought I would share this project and if you have any thoughts or feedback for my students please message away, they would love it.