It is argued that the best part of school was when the teacher decided to do something fun and interesting. Teachers often create lesson plans to support students in the learning process but what if students are the ones in control of how exercises play out. Suppose that a history teacher told the class they were to act as a village for the week, and everyone gets a role in the mock trial of the town drunk. Suddenly everyone becomes consumed with research while using their background experience and knowledge from previous weeks to recreate a medieval scenario. The responsibility is placed on students to remember how various personalities, character traits, and language can tell a story, plus this type of activity can build cognitive thinking skills (Butcher & Pletcher).

As constructivism is focused on student-driven learning, classroom exercises allow students to think and learn freely while focusing on thematic concepts (Burns & Adams). Further exercises include asking the class to collaborate in solving a problem. Once again, students are called upon to use their existing knowledge, experience, and abilities to contribute to the solution. Students use what they already know to figure out future answers.

A Network of Background Knowledge and Community Connection

During classroom activities where students collaborate and hold discussions, perspectives can be passed around to each other. This technique can be inserted into the curriculum at any time especially when introducing a new concept or theme. It could also be used when concluding a unit. When each individual offers their argument and knowledge during times for reflection in class, it gives others valuable insight (Burns & Adams). For instance, if two students from different cultures each help solve a problem with the method their culture would use, it opens doors for understanding between those students.

Returning to the big idea of mock trials, this particular class held one for the murderers of Julius Caesar. Two students posed as the murderers, Brutus and Cassius. The students selected to be the lawyers must prepare by connecting with real community lawyers for legal advice or maybe reaching out to a historian to identify various viewpoints. Students are also able to practice their critical thinking skills by coming up with valid arguments to win the trial.

“I Like That, Let’s Do It Again!”

If a student likes the classroom activity, they become propelled to learn more about the subject (KQED). Passion is a serious driver for learning and succeeding. It stimulates the thought processes and makes students wonder what else there is to know, what else there is to see, and how to find more details. We did this very same activity in class and my students gained new mentorship in the community. Once the word got out that our students were participating in real-world problems local businesses started reaching out to us for help. Our next project focused on our local community history and what artifacts were there before, this project expanded over 3 years including families, our local library, and many community stories shared. This idea has now become a huge part of our very existence as a school. I encourage you to transform your classroom while allowing students to help develop a passion and love for learning.

References

Adams, Sharon & Burns, Mary. (1999). Connecting Student Learning and Technology.

Butcher, Kittie, and Janet Pletcher. “Childhood Pretend Play Builds Critical Skills for Later Years.” Michigan State University, 2 Oct. 2018, www.canr.msu.edu/news/childhood_pretend_play_builds_critical_skills_for_later_years.

Murphy Paul, Annie. “How the Power of Interest Drives Learning.” KQED, 4 Nov. 2013, www.kqed.org/mindshift/32503/how-the-power-of-interest-drives-learning.

Constructivism Chart: https://taraavenia.files.wordpress.com/2015/03/tavenia_constructivism_cmap1.jpg

Problem Based Learning- https://sites.google.com/site/eme6055problembasedlearning/compare-contrast