Independent learners
Why independence?
High school students are on the thresholds of their adult lives, and in a college-prep setting this includes the opportunity to take responsibility for their intellectual choices in a significant way. Preparation for the next level is paramount. Within the preparation lies the reality that students, ultimately, bear the burden for their own learning. As students progress through high school, they grow as thinkers and doers--and teachers play a key part in supporting them as they become independent. Semi-structured activities and open-ended, choice-based assignments offer low-risk experiences in gaining intellectual autonomy. Students have freedom to follow their interests, capitalizing on their intrinsic motivation. Personal investment typically follows, often creating outcomes which lead to extrinsic rewards like good grades and recognition. This pattern can repeat, building up student autonomy and gradually shifting more responsibility for learning onto students themselves (Erwin 2004). Inspired by Dr. Honeycutt's multi-genre project and the technology integration possibilities learned from Dr. Oliver, I created a six week unit in which students formulated their own questions for inquiry, conducted research, address the question from a variety of perspectives, and gathered written, visual, and technological pieces together in a independently designed website. Building on individual interests and seeking to capitalize on personal investment, the senior capstone project requires seniors to define the scope and focus of a project on a self-identified topic. The project may take a variety of form limited only by imagination and practicality. For instructional and evaluation purposes, I emphasize process over product. The aims, for me, in assigning an open-ended and creative project, lie in the inquiry, planning, execution, and presentation of an idea more than the creation of an end product. Samples of student work show the exciting learning that can arise from such latitude. |
Movies, Military, and Media
One student combined his fascination with military culture, his enjoyment of movies, and his questions about war and politics in a multi-genre inquiry that allowed him scope for learning in a realm of authentic interest. He appreciated the opportunity to direct his curiosity towards an academic end, rather than being assigned a topic. Korean Street Food
Already an adept writer and reader, one student wanted to learn about the foods of Korea. Her inquiry took her through the virtual streets and markets of Korea, into the kitchen to recreate some delicacies, and into the blogosphere. |