Formula, flash and fundamentals, the three types of lessons we try to weave together to create a cornucopia of learning. A formula lesson, based on procedures, a blue-print, heading in a specific direction to accomplish a well-defined goal. Flash, the lessons that spark curiosity, dazzle students with their luster but may not truly encompass the standards, they skirt it often but when it comes down to true purpose the lines may be blurry. Finally, the fundamental lessons that are paramount, indispensable and integral to the rest of the unit, the lessons teachers stress over so much they may end up being more informational and less inquiry based. How do we bridge these three together? One is not unnecessary, one might be more incandescent while another more principled but but all three need to be engaging and purposeful.
Like a recipe, sheet of music, lines in a play there always comes a time when linear thinking is important. Procedures are in place just for these reasons and many more. Great planning is important for every teacher but the rigid course does not always work out. We must have a foundation of knowledge that we intend to impart to our students, standards, goals. But we need to create lesson plans that leave room for student-centered progress, self-pacing, and connection with the big picture. A formula or blueprint style lesson is only as good as its flexibility. They are the foundation on which other lessons lie. When they are solid everything else falls into place. These lessons should be engaging and interactive and more student-driven. When they design and choose their own strategies the small scale map becomes more large scale showing the fine details that should guide the learning process.
The flashy lessons are a students favorite, they are usually the teachers favorite too, but it is essential that they get folded in with the formula and stay on topic, center on student growth and inquiry. These however, can lead students astray by being more focused on form and product then function and standard or lesson topic. How can we do the spontaneous, scintillating lessons where students are having so much fun they do not feel like they are learning? The problem is that students need to know they are learning. Sometimes these lessons are fluff and fun and when asked afterwards, "What did you learn today?" students have no idea the context to the big picture or why the activity was important to the unit. The most important thing we can do is to make connections and provide time for reflection. If we do these two things and make sure the colorful, bold, exciting lessons (the ones students would pay to see) are purposeful, guide learning, and relevant to every student.
The lessons of note-taking, vocabulary practice, reinforcement of content. these are the lessons that are most often the ones students call "boring." but they do not need to be. These tend to have a worksheet, note-taking device or reading at their core. How can we get the information to our students without making the class period droll and redundant? Blended classrooms set up students for this. Note-taking pre-loaded. This way I reinforce the notes through labs, activities, collaborative pairs and inquiry. If my students need more notes, they are student driven through a webquest or Nearpod or even Kahoot. This information is cardinal to the lesson but also having a variety of strategies in place for students to draw from gives them a personalized learning plan rather than one filled with lecture and note-taking. Fundamental does not need to be traditional. They are essential but also need to be woven into the larger unit through collaboration and one-on-one check in's and most importantly reflection. The more students reflect the more connections are made and personal growth is achieved.
Every classroom room should have formula based lessons that are procedural and specific while relevant, STEAM based and chock full of inquiry. Flashy, energetic, student-driven lessons are engaging and interactive but also need to be authentic and personal. Purpose and interest should drive these lessons and the road in which they traverse should be paved with standards and common goals. When formula and flashy become in concert- student growth and accessibility increases, self-confidence and collaborative skills improve and student-teacher relationships become stronger because the class is a community rather than a teacher led environment. Finally, the fundamental lessons should naturally become embedded throughout a unit and feel integrated into the big picture because that is what the ultimate goal is to get students to grow and connect and form their own "big picture."
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