It was a simple question casually asked by one of my grade 7 students that made me realize, that yes, things have changed in my classroom from the days when I taught content rather than thinking.
This is my first year back in grade 7 after several years away. In History, The American Revolution is part of the grade 7 curriculum. It's a fun unit to teach because this is the first unit that is actually relevant to students' lives. Through the world of film and media they have heard of George Washington, the Declaration of Independence, the Boston Tea Party ... This unit weaves their random bits of schema into a story. It places their experiences within a context.
This, of course, is nothing new.
What is new is how some of my students are thinking about the content.
While reading about the imposition of British laws and taxes without consulting the colonists, one of my students remarked, "I find this unit really interesting. I'm not sure what to think about this given who we are." She was referring, of course, to our British heritage. Although Canada is an independent country with an elected government, the Queen remains our figurative head of state. We live in an Ontario town steeped in British history. Kate and William made their first Commonwealth visit as a married couple to Canada just last year. The Diamond Jubilee has played center stage this week, celebrating the service of Queen Elizabeth II. There is a great deal of pride in this heritage.
Given the positive view this student has of the monarchy, reading about the American rejection of British rule was somewhat unsettling to her.
Her next question stopped me in my tracks and made me recognize the impact of the work we have done on thinking critically beyond the four walls of our classroom.
"Do you know what would be really interesting? To see how this unit is taught in the United States. It would be great to talk with American students about this."
Such a small set of sentences reveals so much.
This student recognizes that there are alternate points of view and that these points of view are worth considering. She understands that it is possible to speak directly with those who hold alternate points of view. She knows that the content we are learning is not contained within the four walls of our classroom.
She realizes that how we think about the content is important. She recognizes that how something is taught in one country may be completely different from how it is taught in another and that that is worth finding out.
This moment was all the more revealing because they weren't being asked to think about this. It was her own question that came to her own mind in light of what she was learning. She was using her critical thinking skills without being asked to do so. It was happening as a natural part of the learning environment as she engaged with the text.
This is so very, very different from what would have happened in my classroom in the past where the focus was on the events that caused the revolution, learning the content and writing the test. I can't recall any students asking such powerful questions.
She is not the only student working in this way. As we discuss the events, view and read, insightful, thoughtful comments are continuously expressed as students think about what they are learning. And I would say this is a consistent practice of my students now.
It was a satisfying moment!
This is my first year back in grade 7 after several years away. In History, The American Revolution is part of the grade 7 curriculum. It's a fun unit to teach because this is the first unit that is actually relevant to students' lives. Through the world of film and media they have heard of George Washington, the Declaration of Independence, the Boston Tea Party ... This unit weaves their random bits of schema into a story. It places their experiences within a context.
This, of course, is nothing new.
What is new is how some of my students are thinking about the content.
While reading about the imposition of British laws and taxes without consulting the colonists, one of my students remarked, "I find this unit really interesting. I'm not sure what to think about this given who we are." She was referring, of course, to our British heritage. Although Canada is an independent country with an elected government, the Queen remains our figurative head of state. We live in an Ontario town steeped in British history. Kate and William made their first Commonwealth visit as a married couple to Canada just last year. The Diamond Jubilee has played center stage this week, celebrating the service of Queen Elizabeth II. There is a great deal of pride in this heritage.
Given the positive view this student has of the monarchy, reading about the American rejection of British rule was somewhat unsettling to her.
Her next question stopped me in my tracks and made me recognize the impact of the work we have done on thinking critically beyond the four walls of our classroom.
"Do you know what would be really interesting? To see how this unit is taught in the United States. It would be great to talk with American students about this."
Such a small set of sentences reveals so much.
This student recognizes that there are alternate points of view and that these points of view are worth considering. She understands that it is possible to speak directly with those who hold alternate points of view. She knows that the content we are learning is not contained within the four walls of our classroom.
She realizes that how we think about the content is important. She recognizes that how something is taught in one country may be completely different from how it is taught in another and that that is worth finding out.
This moment was all the more revealing because they weren't being asked to think about this. It was her own question that came to her own mind in light of what she was learning. She was using her critical thinking skills without being asked to do so. It was happening as a natural part of the learning environment as she engaged with the text.
This is so very, very different from what would have happened in my classroom in the past where the focus was on the events that caused the revolution, learning the content and writing the test. I can't recall any students asking such powerful questions.
She is not the only student working in this way. As we discuss the events, view and read, insightful, thoughtful comments are continuously expressed as students think about what they are learning. And I would say this is a consistent practice of my students now.
It was a satisfying moment!
No comments:
Post a Comment
Heidi invites you to comment on your attempts to transform your teaching practice.