As they dove into the task I provided them with, I backed out of sight and observed them. What I heard and saw was astounding. I watched my students log into their GAFE accounts without too much difficulty - and the ones that did struggle (usually a typo with all the numbers they have to input) got help from a classmate.
They all started by creating a new Google Drawing, as I instructed them to do. One student asked if he could share his drawing with me, I said yes. Then others wanted to share their work so he started showing them how to do it. It was exciting to see the students teaching each other - great examples of initiative, leadership, and independence. Then they started telling each other how to do certain things like naming their document, creating shapes, adding colour, using the research feature to embed pictures into their drawing, how to change fonts, and size of fonts, etc. Some students even decided to leave their drawing and create a Google Document! When one student asked another what they were doing, they replied by saying "I'm exploring!".
With permission to explore, to make mistakes (and deal with them their way), and minimal parameters set for them, the students were in a natural state of inquiry and quite content. As I walked the room and talked to the students I could see and hear the learning that was happening. I could see them building the foundation that will provide them with the ability and confidence needed to take on tasks that will challenge them but ultimately help them build on their knowledge and skills.
My experience tells me that the students need time to become comfortable with the tools they use to help them learn and demonstrate their learning. Although the students learn how to use engaging and interesting tools quite fast, they still need to familiarize themselves and learn how to troubleshoot. This means that they have to be somewhat comfortable with the unknown and be able to systematically work through obstacles that present themselves.
No comments:
Post a Comment