sandcastle

I invited the students to share in this exercise with me by walking part of the journey in my shoes.

We completed the 3rd voice process by videotaping one of the lessons and then watching and evaluating from the perspective of this third eye present at the back of the classroom. I chose to tape a class during which I was teaching the class, rather than the students delivering their lessons, to facilitate observation of my own teaching. The lesson was partly instructional and partly practical, with students completing a heart dissection during the greater part of the lesson time. We learned several interesting things about ourselves. I learned that I speak with my hands… a lot! I was satisfied with the lesson – it was broken up quite well, and the students were able to begin the dissection equipped with various bits of information needed to complete the task. The students were quite critical of themselves when they could take a peek from the outside, especially about their appearance and the sound of their own voices. But they were also able to comment on aspects of their own behaviour and level of focus, which was really interesting. But they were observing themselves from behind, as the camera was mounted at the back of our laboratory. They have asked to do a second taping, this time with the camera set up at the front of the class, so that they can observe themselves more clearly. I think this is a great idea, and we will do this sooner than later. Also, I only taped one of my two classes, which in itself caused a stir. The second class clearly felt somewhat short-changed by this, and have asked to be allowed to be taped for the purposes of self-evaluation as well. Of course I will be obliging them in this request!

How to start a new topic? I asked my Year 8 Science students the question, Who remembers the information best when I teach a lesson? They were unanimous: “You do, Miss!” Having agreed on this point a discussion ensued about why this is so. This was our launchpad for the next topic, Body Systems. The students would take the lead. Instead of delivering a short class presentation on an aspect of a body system, the students became excited at the prospect of being allowed some responsibility to plan and deliver a whole lesson. Of course, there were clear guidelines and parameters within which they were to work.  Each group’s task would be to deliver the key ideas of a particular body system within a single lesson. But they had to:

• cover key ideas listed for their topic
• present the information in an interesting way to keep the class focussed – mostly this was achieved by breaking the time into 4 x 15 minute  blocks that included different activities
• be guided by the relevant section of their textbook and plan to cover the material in such a way as to have the class prepared for a test question on the theme.

I pondered the merits of this approach, wondering whether or not they were up to the challenge of actually teaching the class. The answer was crystal clear. Our students are experts at what makes a good teacher. Why wouldn’t they be? They’ve been sitting in our classrooms day in and day out for years observing their teachers and their different styles. In terms of some of the technologies we use, they are obviously more adept than many of us. They know what makes a lesson interesting or boring. So the question became Why not? instead of Why? They had two lessons dedicated to preparation. They didn’t need to look beyond their textbook to find the information they needed. So we started.

I was blown away by their work. Each group was able to fill an entire lesson. The lessons were interesting and included a range of activities and approaches, including:

• PowerPoint presentations of notes and graphics to cover key points, structure, functioning & problems
• practical activities such as taste tests, kidney dissection, enzyme action
• reading & discussion from the textbook
• note-taking (and very succinct-to-the-point-summary notes they were too)
• worksheets 
• quizzes
• crossword puzzles & wordsearches that the students generated themselves, using dedicated software 
• glossary terms

Students planned the work well and kept me posted about anything they needed for practical work, photocopying needs, data projector, models, etc.

They owned the work and so they were engaged in it. They were fantastic! I learned a great deal from them.

• Not to underestimate them.
• Always engage them.
• Include them in planning.

I was inspired by them. One group even taught the class about urinary system problems & conditions, not by discussing them or writing notes, but by presenting a rolling slide show of some very vivid, informative and icky graphics put to just the right lyrics. The room was silent, the class focussed. It was a great moment, a wonderful exhibition of student creativity and engagement, as well as an inspiration informing my own teaching.

The next step is to evaluate the process. I’m curious about what their responses to this opportunity will be. The bottom line is clear…I teach – I learn!