The power of student-driven learning: Shelley Wright at TEDxWestVancouverED

Summary

A traditional educator recounts her transformative experience in teaching, moving from a lecture-based approach to student-centered learning. After a life-changing class, she embraced pedagogies like constructivism and inquiry. She empowered her students to design their learning, leading to a project where they aimed to raise $10,000 for schools in Uganda. Through various fundraising efforts, they exceeded expectations, raising over $200,000, demonstrating the power of student passion and community support.

Takeaways

• 📚 The teacher started her career as a traditional educator, with a structured, teacher-centered classroom setup.
• 👩‍🏫 She followed the teaching methods she had experienced, where the teacher directed everything, from lesson plans to assessments.
• 🎓 The turning point in her teaching approach came during her Master's in EdTech, where she learned about student-centered learning, constructivism, and inquiry-based methods.
• 💡 One day, she decided to abandon her usual lesson plan and asked her students how they would design their ideal school, leading to a powerful and transformative class discussion.
• ✍️ The students expressed a desire for less lecturing, more collaboration, and opportunities to contribute to their learning environment.
• 🌍 Her students became passionate about making a difference, particularly when they learned about the conflicts in Uganda and wanted to support the rebuilding of schools.
• 💸 The students set an ambitious goal of raising $10,000, which quickly grew to $20,000 after learning more about the cause.
• 💪 The class faced challenges but showed determination, including hosting events like a roast beef dinner, auctions, and a benefit concert to reach their fundraising goal.
• 🔥 Despite setbacks, the students ultimately raised an astounding $228,000 thanks to community support and their own relentless efforts.
• 💖 The teacher learned to trust in her students' capabilities, and her students gained confidence, realizing they could make a real impact on the world right now, not just in the future.

Q & A

What traditional teaching methods did the speaker initially follow in their classroom?

The speaker initially followed traditional teaching methods where students sat in straight rows facing the front. The teacher directed all aspects of learning, including what was taught, how it was taught, and the assignments and exams given.

What prompted the speaker to reconsider their teaching approach?

The speaker began to reconsider their teaching approach after taking a class with Dr. Alec Kos during their Master’s Degree in EdTech and Design. This class introduced them to concepts like student-centered learning, constructivism, inquiry, and PBL (Project-Based Learning).

What was the significant change the speaker made in their classroom after learning about new pedagogical approaches?

The significant change the speaker made was to shift from a teacher-centered approach to a student-centered one. They reconfigured the classroom, allowing students to sit in a circle and discuss, with students being more involved in constructing their own learning.

How did the students react when given the opportunity to design their learning environment?

The students reacted with enthusiasm and creativity. They wrote with passion, discussing ideas about making the classroom more interactive and less focused on lectures. They suggested changes like sitting on the floor and hearing from each other.

What project did the students take on after the classroom was restructured?

The students took on a project to raise money for schools in Uganda that had been destroyed in wars. They engaged in research, planned fundraisers, and participated in a Schools for Schools competition.

What challenges did the students face during their fundraising efforts?

The students faced several challenges, including planning events like a roast beef dinner and a benefit concert, competing with a major local event (the Grey Cup), and dealing with logistical issues like a propane tank freezing during a winter barbecue.

What was the outcome of the students' fundraising project?

The students initially set a goal of raising $10,000 but later increased it to $20,000. By the end of the 45-day period, they had raised $15,000. However, with additional support from the community and a live-stream event, they ultimately raised $228,000.

What lessons did the speaker learn from this experience with their students?

The speaker learned to believe in their students' abilities and passions, and to remove obstacles that might prevent students from achieving their goals. They also realized the importance of creating a learning environment that ignites students' passions and empowers them to make a difference.

How did the students' participation in the project affect their self-belief?

The students' participation in the project significantly boosted their self-belief. They learned that they could make a real difference and that their efforts could lead to meaningful change. Their slogan became, 'We are not the future; we are right now.'

What does the speaker suggest is essential for schools to foster in students?

The speaker suggests that schools need to be places that set students' hearts on fire, allowing them to figure out what they are passionate about, pursue it, and make a difference. Schools should provide opportunities for students to exceed expectations and contribute to the world around them.