Putting students in control

Yesterday I was out of the building. Like many teachers, I hate missing school because we lose the day of instruction; and with a block schedule, that can lead to large gaps ​in the learning process.  After being out of the building yesterday, I returned this morning to a simple two sentence note from a substitute.  It read, "Students worked the whole block.  They are really into their projects."  

I know this class well and it isn't a stretch to say they are among the best music appreciation classes I have ever taught.  They are insightful, committed to their work, and they continue to demonstrate a vested interest in the art of music.  What is interesting to me is the contrast between who this class is today and who this class is on day 1 each year.

Every Year Starts the same

My first activity each year is called "State Your Purpose."  In this activity, students explain their reason for signing up for Music Appreciation in 1 tweet, about 280 characters.  Many don't even use 100 to get their point across. I tend to get a few outliers, but the common thread of answers essentially read something like "I don't sing, I don't play an instrument, and I can't draw but I need to graduate high school." 

​While I have come to expect this answer over the years, I must say it always stings a bit to have students who are just not that interested in my subject area.  I know that every teacher in the building can relate to that.  However, we are still charged with the task of maintaining an orderly class, progressing every student through a curricular program and assessing their progress.

So who are these self-motivated learners?

About three years ago, I was in a graduate class and came across the works of John Dewey and Seymour Papert.  I became enamored with how Dewey expresses the connections between education and society.  Likewise, Papert had some incredible ideas about how computers were  democratizing information long before access to a personal computer was a reality.  He also serves as a pioneer for constructionist views in education.

Learning about these views led me to investigate Self-Regulated and Problem-Based Learning classrooms.  Not long after, we brought the Learner-Active and Technology Infused Classroom, or LATIC, to our school district.  Through this workshop, I have built a full-year curriculum centered around problem-based learning exercises.

Nancy Sulla - Building Executive Function

While I believe the problem-solving nature of the class is essential and meaningful to students, the most impressive part of running this class is the way it builds independent thinking and self-regulation skills.  Nancy Sulla, the creator of the LATIC framework, defines these skills as Executive Function.  I have also seen Barry Zimmerman use the term Self-Regulated Learning and apply it to the skill set I am describing. ​ 

Regardless of how you define it, or if you want to include social-emotional topics as well, it is impossible to argue against the necessity of these skills and the role they play in living a productive life. 

Why do i care?

So the sub left a good note; the class did what they were supposed to do; why does that matter?  It matters because I am watching the effects of positive learning experiences play out each day in my class.    I am watching the development of student efficacy and executive functioning skills as students navigate a classroom environment that relies on them, not me.  

What do I do with my time if I'm not running the show?  I talk to kids, I evaluate their work individually, and I provide targeted feedback on their performance to help move them forward. I know that this isn't a brand new concept.  Problem-based learning has been around for decades, but the LATIC framework gave me a structure to employ tools, strategies, and ideas that I have been reading about for years.  

In short, learning took place in my absence and I can't wait to facilitate my next block and see what the students have built.  It's fun changing the perception of my content area in this class because many of the students thought it was "going to be boring."  In the long run, by creating challenging and relevant educational exercises, I am ensuring that my job as a teacher is necessary and essential.  No modern machine can target feedback to an individual the way I can. I know my learners and how to meet their needs because putting the students in charge has freed me up to know them better.