But I didn’t feel like I was teaching
One of the teachers on my faculty (let’s call her Ann for this post) said this to me during our scheduled discussion on her professional goals. At the start of the year, Ann said her professional goal for 2013 was to implement project based learning (PBL) in her Year 9 class.
After looking at the BIE website for a while and attending one of Ashley Cantanzariti’s PBL workshop, Ann created crowd-sourced a driving question for this term’s unit for her Year 9 class with a cross-school group of teachers (this happened in our school’s School Development Day which involved our community of schools). We came up with the driving question of “Will an earthquake or tsunami happen in Sydney?”. The only teacher-centred lesson that Ann gave was the introduction lesson to let the students know the expectations and organisation of their new project. The class sorted themselves into groups and brainstormed what they needed to find out for this project. Ann used Edmodo for students to collaborate and upload their progress of work so she could give them feedback. After several weeks, the groups of students presented their findings to the driving question by choosing whatever medium they thought was appropriate. Some groups chose GoAnimate while other groups made a diorama.
When we were discussing whether Ann thought PBL was very effective for her students to learn science, one of the most memorable things she said was
They found out what an epicenter was, the focus and all other features of earthquakes by themselves. I didn’t have to even tell them.”
This ties in with the first quote on this blog post. Ann expressed that she didn’t feel like she was “teaching” because the students were driving so much of the learning. She recognised that most of the “work” was done prior to the project in designing the driving question and the workflows of how students will submit drafts of work, receive feedback and revise their work, but it was so different to what she was used to she felt like she was not teaching. Her concept of teaching was changing from content deliverer to learning designer and facilitator.
I often feel this way as well. When my students are happily working in their groups, finding answers to their own questions, negotiating with others on what sort of product to make and reflecting on their goals, I often feel like I’m not their teacher or even needed in the classroom. I know that for effective learning to happen students are working harder than teachers (or just as hard) and an effective teacher makes themselves redundant overtime. However, both and I are still somewhat influenced by the traditional notion of teaching – that teaching is a teacher telling students what they need to know. This often challenged concept still has a lot of pull on what both teachers and students perceive learning to be.
Overall this is a step forward for our faculty in terms of changing pedagogies. Instead of only me doing PBL, we now have another teacher implementing PBL and talking to others about how good it is for students.