Last week, Mrs. H asked me to help her devise a plan to teach Google Drive, Docs, Slides, and Drawings to her sixth grade class.
And I started doing just that.
And then I slowed my roll.
And then my slow roll screeched to a halt.
Because sometimes I have to remind myself--even though I preach it like it’s my job and I’m getting paid for it (Oh, wait...I am!)--that I have to get the heck out of the way when it comes to learning.
Because when it comes to teaching, there’s a very delicate balance among leading, following, and getting out of the way:
Direct instruction (or “leading”) is the most predominant method of instructional delivery, and it occasionally has its place in the classroom; but it should be limited. Very limited. Like no more than a ten to fifteen minutes kind of limited.
Since my own classroom epiphany in 2008, I've tended to favor the “What Can the Kids Teach Me?” method of pedagogy (or what I like to call “following”). If 90% of what we retain is what we teach, then we should be encouraging our students to find their own answers by doing and teaching themselves.
Now, with regard to the above-mentioned scenario regarding Mrs. H's request, I opted to be the guide on the side--or what I call the teacher-bordered classroom (aka, “get out of the way”). What does this look like, exactly? It’s a combination of acting like a border collie while letting the sheep sometimes run amok. Actually, it’s more professional than that. Ever hear of Vygotsky’s Zone of Proximal Development? It’s where learning occurs just beyond the level of what students can do independently. Sort of a “lead-them-to-water-and-then-let-them drink” mentality.
What this involves is not telling...but asking. Not asking recall questions, but thought-provoking ones. Questions that demand exploration and investigation. Questions without easy answers. Questions that lead to creation.
And that’s when I came up with the idea of what I call the “Explore - Do” model. (Okay, okay...it’s not exactly a trademark-able name, but it does the job.) Instead of teaching Mrs. H’s kiddos, I opted to let them play in the digital sandbox and teach themselves.
In this glorious day and age of collaboration and social media, I tweeted out my idea, hoping others could use it in their classrooms. My buddy Jake Miller got me thinking:
We have to get out of their way sometimes and allow them to think for themselves.
Maybe it makes me smart or maybe it makes me lazy.
Either way, I believe it works out best in the end for them.
Learning Designer. Instructional Coach. Trainer. Working my hardest to create Teacher-Bordered Classrooms.