I really enjoy long-range planning. One of my favourite parts planning is calculating the number of hours each unit should have, then deciding on major assessment types, and finding really awesome projects. Long-range planning is so mystical and so hopeful. I’m not one to say that I stray from my long-range plans, per se, but some of the most wonderful ideas I have tend to slowly disappear when I discover just how much I need to accomplish in the allotted 13 hours for a specific unit. It sure doesn’t leave too much time for an in-depth inquiry project, complete with student-experts, student-generated media, and learning centres. While I’m certain it could be done (and I’m more than certain it has been done), it seems almost too daunting to take such a time risk at this point in my career. For example, investing two weeks into an inquiry project that should cover the majority of a unit would be FANTASTIC. However, if it flops I’m going to be two whole weeks behind, which stresses me out!
I’m slowly working myself up to more involved, student-centred lessons that stretch on for more than an hour or two in order for students to really dig into the curriculum with their own shovels. Currently, I’m about four hours into some inquiry for Ancient Rome in Social Studies 9, and it’s going well, but only time will tell. My assessments at this point are looking awfully hopeful though.
I am also teaching Modified Science 9. This class has taught me a lot (with more enlightened blog posts to follow, but I’ll stay on topic here), but in particular, I’ve learned to “smell the roses.” I feel significantly less time pressure with this class because we don’t have to explore the topics as deeply as regular programming. This lets me figure out what truly interests the students and use that topic as a launch pad for many lessons to come. This serves many purposes, including helping the students find a point of reference for the majority of each unit. They are significantly more interested because they are learning about things that interest them (while secretly covering the same curriculum from a different view).
A few days ago, I was stopped in my tracks with astonishment about quickly we were whipping through the current unit. I took the unit I taught last year in the regular programming and altered it to be at the appropriate level, which meant removing a few topics and supplementing them with similar topics that would be lower level and easier to work through. I started adding in the course work from my regular course in the last few days, and to my surprise they are absolutely crushing it. While my assessments and assignments differ a bit, the concepts are the same and I’m instructing with the same level of difficulty that I did last year.
This shocked me for two reasons: firstly, I was amazed at how well they are connecting their learning (something that I hadn’t seen earlier in the semester), and secondly, I was impressed with the fact that I stopped to smell the roses AND covered all the course work with no problems.
This is making me revisit my other courses to see what roses we’ve ran past in a race against the clock. It continues to affirm that student-ownership is hugely important in their retention and their willingness to learn. These “roses” are invaluable and could even potentially save time for more wonderful roses, even though it seems like they are only taking more precious time.