Illustrated by Pop Sutthiya Lertyongphati
The ability to learn independently is a key aspirational skill of all of our students; or at least it should be.
Not only do our top students need to learn how to study independantly when they get to university, but all of our students need to be prepared for careers that may not yet exist.
Empower students through marking
When you first meet your advanced learners, or when they are starting out on their ‘independent learning training’, empower them with encouraging comments on their work.
Take this recent example of mine for instance:
This work is from a final year IBDP student. She’s done a good job of finding and filtering relevant information by herself. I’ve praised the things she’s done well, and offered tips on how to extend her research.
Over time, the amount of written comments I give on this kind of project work/research will definitely decrease. This is only needed in the initial stages.
For her next piece of work, peer assessment and some verbal feedback from me may be all that she needs to be encouraged to keep on track and continue to improve.
Design project work with a creative outcome in mind
Here are some ideas for group and individual projects:
- Create an infographic about a particular topic, to be displayed on the classroom wall
- Create a class presentation, perhaps on Google slides, to be presented to the class at some future date
- Create a website summary of a topic
- Build a model or a demo to show the class
- Create a dramatized play/news report about a topic
- Create a song/rap
- Create a stop-motion animation of a process
- Create a spatial Learning activity (kids might need some training for this one: see my blog post here for help)
- Create a leaflet or brochure, to be distributed to another class or Year group (cooperate with other teachers on this one – perhaps a leaflet exchange is a good idea)
Can you think of more to add to the list?
Use Imaginative Evaluation
When people think of an ‘evaluation’ they’re often drawn to their early memories of their Science lessons at school.
In those kinds of evaluations students have to decide what worked well, what didn’t work well and what changes could be made to methods and equipment to make the experiment better next time.
With Imaginative Evaluation, students use their ingenuity to think of what they could do better if there were no limitations in terms of equipment, time, resources and technology.
In an attempt to create the innovators of tomorrow, Imaginative Evaluation aims to get kids thinking about what technology, currently not available, that they would invent to solve the problem they’re facing.
This excerpt from my book shows a planning and evaluation form that can be used with any assignment, in any subject, to encourage Imaginative Evaluation:
Get your students to build what they are learning in some way. You don’t need fancy equipment: straws, bottle caps, crumpled paper, cardboard, paints and even plastic bottles can all be mashed and mangled together by students to create amazing models.
I’ve used this technique across my teaching in Science to get students to create everything from atomic models (a recent example is given below) to makeshift ‘eco gardens’.
Can you think of times where you could use this technique in your curriculum area?