It was a group effort and an objective to make sure every individual felt valued. The lack of defensiveness, blaming and judging of content or context was admirable. It was a lesson/opportunity to wear multiple multiple hats; student, collaborative peer, teacher. The intriguing aspect was that we really did experience the benefit of utilizing our hypothesis and gauging our results.
The fact that we all provided subject matter expertise and experiences made me feel much better about inclusion in the classroom. Each person had an opportunity to be a facilitator of knowledge and recipient of knowledge.
The "Layering" of activities was very effective as we not only learned new skills, we learned about management of our group. I felt good that my hypothesis on how I could add value to the group was evident. Kaitlyn was the artist and she was the owner of the i-photo experience and also taught us a few techniques. Karina was the collaborator / monitor of alignment and she wrote the final starburst.
I am ever cognizant of my age, my business experience and life experiences with the goal of providing informal, non-directed methods of exploration and thinking.
- If there is a safe learning environment that accounts for multiple types of learning, participation and small group interaction, then both the teacher and the students will experience a high-level of energy and motivation throughout the day because there are bell ringers that signify start and end of a project, the appropriate learning methodology can be used for individual tasks and there will be opportunities for encouragement and course correction to help students be successful.
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