Taking Ownership
5/18/2019
As an educator, I want my students to take ownership of and responsibility for their learning. At PNA, we encourage this throughout the year by giving students choice within limits and structure. Each day, students choose which books to read at their just-right level, what to write about within our narrative, informational, and persuasive units, and which math games to play to help them further develop the targeted skills and concepts. Through the structure of project based learning, students direct and shape their current studies and projects as "student voice and choice" is an important element of PBL. During our castle study, students have the opportunity to take ownership in a big way. Although the build does require adult assistance (thank you again to all who lent a hand, supervising eye, or box), students completely guide the build. They turn their dreams into designs, work with peers to revise those designs, and then bring those designs to life during construction. On Friday, students were asked to think about what else the castle needed. Those students were then responsible for adding whatever element they chose. Students are completely engaged when they are working towards something that is important to them. It truly helps them take ownership of the project. The project also provides ample opportunity for students to collaborate with peers and make compromises so that the castle truly reflects the vision of the entire class. Relationships and interactions with peers is another area in which we encourage students to take responsibility. Through Responsive Classroom practices, we guide students towards solving their own problems and conflicts with peers with modeling and opportunities for practice. Through PBL, we build and grow their ability to communicate their ideas and collaborate with one another. In this project, this was particularly important during the revision stage in which students worked to create three plans from all of their individual plans. After working to build collaboration skills all year, my teacher heart was bursting as I watched our little ones excitedly combine the best ideas from not only their own designs, but their classmates' designs as well, adapting and changing them as they worked together and shared ideas. (I was also so proud that they added labels throughout the castle, without prompting. It's nice to see that the skills we're teaching become natural to them, because that's always the goal.) Because they design and create the castle, students take great pride in it. Towards the end of the week, I've heard students whispering to each other: "I think this is the best kindergarten castle yet!" "Yeah, it's definitely the best kindergarten castle ever." One student even told me, "This is just like a real castle, except it's better because it's magical-er and colorful-er!" Adults might notice the scribbles on the walls or the uneven windows, but to the students who designed and created it down to the last detail, it's pure perfection. What more can I ask for than for each successive class to think their castle is the absolute best? That's the power of allowing students to have voice, choice, and ownership in their learning.
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Saania AliMs. Ali graduated from the University of Houston with a Bachelors of Science in Interdisciplinary Studies. She specializes in Early Childhood Education, ESL, and Special Education. Her hobbies include traveling, reading, and painting! Archives
April 2021
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