As a young educator, I distinctly remember interviewing a group of 4 and 5-year-olds about their interests and learning goals during a circle activity. Let’s just stop there.
I was so excited to implement really good teaching and learning in the classroom. My bookshelf was lined with books on Reggio-Emilia, Montessori, PBL, and the like. I breathed the mantra ‘process over product.’ And at the same time, I lived for the big show, the moment when all eyes were on me and excitement exploded from my students. I was classically, devastatingly, and passionately an inexperienced educator with strong convictions.
A mentor gently encouraged me to take a step back and observe. What activities do students naturally gravitate towards? How does play lead to learning? What happens when you provide support, not answers? With practice, I started to truly let my learners lead.
This is a skill that translates across content areas, and age groups from pre-k to grey. When we let learners lead, we are including them in the learning process. I know that might sound ridiculous--of course, learners are part of the learning process! Let me phrase it differently. There are very few situations in life where I want things done to me. I like having a say in things. In fact, when I have a say I am typically more engaged and motivated and therefore get more out of the experience. (I learn!)
Let’s get practical. Here are a few tips or reminders (After 20 years, I still need reminders!) for letting learners lead.
Include the end user in the design process. What aspects are relevant and important to your learners? For five-year-olds, this might be observing their interests, developmental stage, and group dynamic. For 45 year-olds, this might include a survey asking for specific skills or topics of interest. For curriculum being developed to be used in schools, include an educator on the design team!
Take an iterative approach to curriculum and programming. The minute we say that something is ‘done’ and put it on the shelf is the moment it is out of date. By all means, get things out there but hold space for updates and feedback.
Plan for different types of feedback. Instead of putting feedback into just positive and negative pots try thinking about broad-brush feedback vs. smaller program details. For example, if a program is well received overall, this is broad-brush feedback. If there are suggestions for certain parts of the program this is where the fine-tuning AND the learner leading come into play. Recently, an educator relayed the excitement her students had during a particular section of a new curriculum. The section happened to be very student-focused and open-ended. While couldn’t throw out the basic knowledge and comprehension components, this feedback allowed me to think about bringing open-ended elements into the curriculum from the very first step!