Over the last few weeks I’ve observed a few examples of teaching which I was really impressed by. I wanted to share them to amplify their examples.
The first one I saw while at work a few weeks back. Since finishing my undergraduate degree in June, I have been working behind the delicatessen counter of a local supermarket. A local man (a web developer by trade) came through the store with a group of young primary school students, all armed with cameras. He told me they were doing a project about the different people who work or shop on ‘Town Street’. They asked me if they could take a picture of me doing my job.
It turned out that they were making a website. Having been inspired by the work of Vivian Maier, (a Chicago street photographer whose portfolio was not discovered until after her death) they wanted to create a street portfolio of Horsforth.
This is a great learning opportunity. It is a chance for students to gain an appreciation for history, and walk in the footsteps of those who have gone before them. It is also an opportunity to have a go at disseminating digital photography via the web – the modern application of what we draw from the history books. It benefits from intrinsic motivation and empowers students to create, not duplicate.
The second one I read about today in a local magazine. Year 8 students (aged 12-13 years) were asked to bring their phones to school, which they used to measure the mobile phone reception around the school site. They used computers then to map out their findings and consider reasons that may have accounted for the differences they found.
This is a great way to apply classroom teaching to the real world. It answers the question students so often ask: ‘why are we learning this’? Instead of learning a lot of stuff (the what), or how something works, these students become empowered to find out why things are as they are. They have autonomy and purpose, and a sense of real world problem solving.
I am impressed with both of these examples, because they both create meaningful stimulating activities which motivate the students. One way brings history alive, and it presents students with a lot more than just a pile of information. The other empowers the students in a problem solving role, and links mathematical/scientific concepts to the real world. This is the type of learning that will remain planted in their memories. It is the type of learning that will motivate them to study, and take charge of their lives. This, is real learning.