Category: science ed (Page 1 of 2)

Student-driven instruction is one of the new buzz words, but it’s not just buzz. Education is moving towards a less structured, more student-paced, and student-led model. Changes like the emphasis on blended learning and the revised AP Physics exams are pushing these ideas forward. Going from a teacher-led class to a student-led one can be difficult, but here are some tips to help make your classroom all about the students.

1. Do away with neat rows

During my first two years teaching, I floated between classrooms and had to use whatever seating arrangement the other teacher used. When I got my own classroom my third year, the first thing I did was trade desks for tables. Even if you can not do this, putting desks in pods of four works the same.

This classroom structure is so important in creating the environment I want. In rows, it sets a tone that students may not talk and work together. In pods, every activity is collaborative. In every thing my students do, save unit tests, they are encouraged to have collaborative discussions.

I know this method seems difficult for some teachers. Another teacher came to my room and asked how I prevented them from talking. I don’t. I find that when they are in groups, they ask each other questions more often and tend to talk quietly, versus shouting across the room at their peers. This structure encourages quiet talking, which is good in a learning environment.

2. Notes through an interactive medium, such as Nearpod

I hate direct teaching. Everyone loses focus after twenty minutes or so. I limit the time I spend lecturing, but when I do I love using interactive media. Nearpod is one way to make lectures more student-led. Nearpod is extremely easy to use, especially if you already have PowerPoints you use for your course. You simply upload your PowerPoint and add activity slides to engage students. This is a great tool to revise your existing material into student-driven instruction.

These activity slides vary from quizzes, drawings, open-ended questions, virtual field trips, and more. Students also have notes on their own screen, which makes it easier for them to write down what they need. Nearpod can be used on laptops, tablets, computers, or cell phones. Even if you don’t have access to technology every day, using interactive notes is a great way to make lectures more engaging every once in a while. I sometimes have students use their own devices, and share with their partner if they don’t each have one.

3. Collaborative corrections

I like using this method with things like free-response questions or homework that I have handed back. I will grade the assignment with little feedback or corrections, except a few clues. Students work together to put the clues together and come to the correct answer. Even grading can be considered student-driven instruction with this method.

Some teachers call this homework circles, or simply corrections, but whatever you call it works. This method engages students in making corrections on their work and learning from their peers. It also makes grading easier – instead of giving them the answer, they have to work for it.

4. Less cookbook, more inquiry

I begin most units with an inquiry demonstration or lab. Then throughout the unit, we revisit the lab and try to come to new conclusions. It makes the learning process a puzzle that we slowly put together.

It’s hard sometimes to give control to the students. It’s hard to not give them answers. It frustrates them at first. However, these learning processes are important in making actual connections, and not just memorizing facts.

Inquiry learning can vary from questioning, research, labs, demonstrations, and more. I will be posting some ideas for Physics and Astronomy classes in the future – stay tuned! (Here is my post on using inquiry labs in AP Physics!)

5. Involve students in questioning

This is always difficult for students and teachers, but it is a deep learning exercise. One way I like to do this is having students write their own questions. Those questions are used in review games, and some may even appear on tests. Question creation can even be used as an introductory technique to just get their brains going.

I usually have students try to create questions from each of Webb’s Depth of Knowledge domains. Without structure, students tend to stay in domain 1. Charts like this help students create more rigorous questions.

If students need even more guidance, especially in the beginning of the year, you can use question stems. These help guide students in what makes a question deeper.

For activities focused on getting the brain going, I like things like Q-matrices, Q-dice, and Q-chips. You can purchase these things from various educational companies, or make your own!

Engaging your students in the classroom is important to do every day. Student-driven instruction engages students and forms more meaningful educational experiences. I hope these ideas help foster a more student-driven culture in your classroom.