Is It Passion-Based Learning?

What was more interesting today. . .

A first grade ‘expert’ standing alongside of an interactive whiteboard  guiding the audience through a presentation on African wild dogs, pointing to maps depicting the dogs habitat, discussing the need for this carnivorous animal to have jagged fangs, while pointing to a picture of its sharp teeth.   

Or maybe. . .

A first grade audience engrossed in their classmates’ presentations on endangered animals, processing information, making connections to prior learning experiences, recalling their own research on whales and asking “Do white spotted dolphins have blubber too?” 

Or perhaps. . .

The teacher sitting in the back of the room listening to her young experts, assisting by tapping the forward button on the power point presentation in case it should stick.  

Today was a wonderful day as my first grade students presented their power point presentation on endangered animals to their class.  They demonstrated leadership and pride beyond first grade as the spoke with authority about their research, and discussed each image in the power point.   The whole process that led to this culminating event was very educational for me.   My students were very engaged from the time they began their research to the time the presented their power point.  They even asked on several days if they could come up after lunch recess to work on their power point. 

 

As I reflect on the process, I find myself asking:  What kept them engaged? Was it completing research?   Working on the computer?   Creating the power point?  Searching for images?  Sharing with their classmates?  Leading a question and answer session?  I have to think it was the whole process.   The students selected an endangered animal and became the expert.  The animal became “theirs” and the desire to share what was “theirs” with classmates was sincere.   Is this what passion-based learning looks like in first grade?  I’d love to hear your thoughts!

Passion Based Learning in First Grade

I just read Wes Fryer’s “Passion, Learning and Innovation”.  I loved his question: "Is your curriculum wide enough that it can provide room for students to connect with, deepen their knowledge of and share topics about which they are passionate?"  Much of what we read in education today deals with passion-based learning, allowing students to explore topics that they are passionate about.  In my own classroom experience, I have learned that passion-based learning increases student engagement.

A topic of interest with one of my guided reading groups this year has been animals/wildlife. I capitalized on this topic in this group by finding reading material about wild life.  My students wanted to delve further into the animal life that they were introduced to by completing more research.  They wanted to share the information with their classmates.  We worked together on creating Power Point presentations.  The experience allowed the students to develop many skills:  main idea/details, organization, story boarding, relating pictures with details, public speaking, power point etiquette and collaboration.  A couple of students created their power point presentations at home.  Their enthusiasm spread throughout the class.  Soon all of my reading groups wanted to do similar work.  This week one of my groups has completed research and a power point on endangered animals.  Each student selected an endangered animal to become “the expert” on.  They incorporated a way to help protect the endangered animal. 

This experience has been very exciting and educational for me!  This upcoming year I will spend more time with passion based learning by learning what my students are passionate about and incorporating that into my planning!

How are you using passion based learning in your class?  I love to hear ideas (especially in the primary grades)!

The Guide on the Side

“Mrs. Long are the boys in the story brothers or are they friends?”  .  I had my first grade students ‘partner reading’ a story, when two of my students posed this question to me during our whole group reading time.  My objective was to explore problem and solution in the story, but I set my plans aside and asked, “What do you think?”  The two girls had different opinions and cited different examples in the book.  I suggested that they ask their classmates their opinion.  The girls eagerly went to the front of the room with their book in hand, posing the question to their classmates.   What followed was a lively, intelligent and engaging discussion.  The students in the class were fully engaged, books opened and pages turning to look at each others examples.  My students listened to their classmates’ viewpoints and offered their own.  (My only job in this discussion was to let go of my plans and remind the students that all opinions should be supported by an example and a page number.)  As I sat in the back of the room recording their ideas on my laptop, I had to smile.  My students were so taken up in the discussion, that they hardly knew I was present.   I thought this is what it means to be the “guide on the side and not the sage on the stage”.

 

As I reflect on this powerful experience, I have to ask myself what elements come into play?  What caused this example of student engagement?   First, I believe my students felt comfortable taking a risk.  The two students who led the discussion were at ease standing before their classmates and leading a discussion.  (I have to add that one of the girls would have nothing to do with being in the front of the class in the beginning of the year!) The rest of the class felt safe and supported expressing their opinions.   Second, I believe the students had grown accustomed and confident in solving problems on their own.   They realized that they did not need me to answer their questions.  Finally, rules and behaviors for respectful listening and speaking were modeled often throughout the year.

As I continue to reflect on student engagement in this blog, I believe that creating an environment where students feel comfortable and safe to take risks is essential. I also find  helping students to discover their ability to answer their own questions and solve their own problems to be equally important.  Finally, I believe the teacher should act as a guide encouraging students to become independent learners.

Beginnings of Primary Relfections

Why Primary Reflections or A Child’s Face Tells All

Recently I attended my nephew’s indoor soccer playoff game.  The team of ten year-olds demonstrated quick and focused abilities.   I felt exhausted just watching them move at a non-stop pace.  The look on my nephew’s face was pure concentration.  

Driving home from work I noticed a young boy riding his small bike on the sidewalk.  He intensely focused on each push against the pedal while balancing the wobbling bike.  The singleness of focus on practicing this new skill was so powerful that I was afraid he would unknowingly pedal right out in the street.   However, his face shone with sheer determination as he negotiated a turn on the sidewalk.  

As I write this my stepson is downstairs playing X-box, highly focused and determined.   The game is one of problem-solving.  He has his laptop opened at the same time guiding him with walk-throughs.  He is back and forth between the laptop and  game.. . reading, strategizing, problem solving.  I know the expression on his face . . .unwavering focus.

Each face remains etched in my mind.  Each face has a story to tell, especially for me, a first grade teacher.

Each face speaks  a very clear message to me about student engagement.  When children are engaged and motivated there is no end to what they can learn.  Students need to be actively involved in their education.   Of course this is not a new message, but I decided it would be the focus of my professional development for the upcoming school year (and now).    At our school we will submit a professional development plan by June that will include our goals.  My goal for the upcoming year will be to increase student engagement in the classroom through project-based learning and active learning approaches.  I hope to use this blog to reflect on my primary level classroom and increased engagement----hence the name “Primary Reflections”.