In the first part we examined the impact mission and the 8 Cs can have on a classroom. We distinguished between the primary 4 Cs and the proverbial 4 Cs. Without comfort, confidence, and community, a culture of curiosity, collaboration, creativity, risk taking and stretching is difficult to obtain. Does your class have a mission? In the next installment we looked at how we can bring a classroom to life each day. We should seek out ways to show “Triple-E” - enthusiasm, energy and excitement for our content and our learners. If we don’t relate to our learners and our content in some deep way, how can we expect our pupils to be excited about the topic? It is important, each step of the way, we recall the overarching vision, for all learners of all ages to wake up and to look forward to going to school, we want more students to say things like this about more classes, “One of the best parts of my day is going to this class. I get to walk in surrounded by people who are extremely intelligent and do my best work. I don't have to dread being 'PowerPointed', talked at or meaningless tests. The only thing I have to focus on is doing my best work.” This vision is driven by the data behind the Student Engagement Cliff and our desire to significantly decrease its slope.The 10 Es, similar to the 8 Cs, are not neatly compartmentalized or broken into “teachable units”; they all blend together and learners discover benefits at different times. This leads me to my next set of Es, Excite, Engage, Equip, and Empower. These deal directly with leading students in their learning. In this segment we will address Excite and Engage. Equip and Empower will be covered in the subsequent piece. With Excite and Engage our objectives are to:
Much of what is required in delivering highly 'relatable' educators, ourselves, is gone over in the previous article, Triple E, Enthusiasm, Excitement and Energy; we have to bring it every day. It is one thing for us, as educators, to be excited about our topic; It is quite another to possess the capability to excite our learners about a topic. To increase the excitement level of our learners, show enthusiasm for our content, but more importantly, show real concern for our learners’ interests! Learner capability is linked directly to instructor capability in this domain; an inability of us to bring the excitement may result in little excitement being generated by our learners. “I look forward to coming to fourth period every day because I always learn something new and interesting.” The environment in which we operate has a huge impact on learners’ perspectives. NC CTE demands that Business and Marketing Classrooms be set up with desktop computers. If at all possible, avoid this pitfall; insist on laptops. Multiple studies indicate the positive impact on behaviors and learning of flexible classroom settings. Flexibility is very hard to come by in classrooms with desktop computers. Flexible seating helps foster collaboration, camaraderie and the bee-hive like climate you want to promote. Kids should be saying things like, “I think it is a real authentic learning environment where students can truly thrive if they put their all into what they do. I think this model and environment should be employed in other classrooms at our schools.”The excitement that comes from meaningful self-discovery is immeasurable. Time is spent in the comfort and confidence stage in which learners get a clearer understanding of their strengths, weaknesses, skills, interests and career pathways that are in line with their values. The class is constantly mixed up as described in Triple E using random seating for the first 6-8 class periods. Early on, learners are regularly engaged with different classmates. Peers review one another’s early assignments including essays on Trust in Relationships and Plans to Improve Weaknesses and Capitalize on Strengths and Research on an Entrepreneur of their choosing. In addition to creating excitement and wonder, it also helps students learn accountability. Learners begin to feel what it is like to be responsible for their production in a group before they are actually made into teams. Feeling cannot be underestimated in the pursuit of engagement; Emotions are key to having students willingly join the adventure that is about to begin, Experiential Entrepreneurship Education, the topic of my final pieces. “My favorite part of it all was my heart was so full. I had a moment where I knew this was the feeling. The feeling that gave me a purpose do something for good. It got me thinking about all the potential ideas I could pursue. This is no longer just a project. This is real.” Excitement can also be generated by demonstrating service to others. Early on ASaP learners are shown the benefits of giving back to the community and is a recurring theme throughout the program. At their best, people feel most fulfilled when they have a voice in how they can help others. As a guide to some of the major problems that have to be solved around the world learners are given an infographic highlighting the United Nations Sustainable Development goals. In the ideation phase of the project learners are encouraged to develop ideas that might help solve one of these world problems. This year some notable examples are:
When learners take ownership of their ideas, the excitement and engagement levels are exponential. Listen to the words these learners choose to speak of their endeavors, “To us presenting our project is more than just regurgitating information. . ., it is an opportunity to share our brain-child and passion with others. We are incredibly proud of our work and never find presenting it over and over to be a burden. Each occasion is an opportunity to enhance our skills, tweak our pitch, and continue to spread positive ideas.” Engage: The level of engagement expressed above doesn’t come about by accident. Educators have to meet their kids where they are so as to engage them in their learning and provide opportunities that are relevant to their interests. ASaP provides many opportunities to engage the learner in meaningful activities - in-class discussions, field trips, mentors (known as Innovation Coaches in ASaP) whole-class presentations with peer critique, guest speakers and special events at nearby universities or civic organizations. See the home page for articles about my learners opportunities. The educator’s art comes in balancing project work, information/knowledge exchange, field experiences and the passion behind the project. The onus is on the educator to help the learner make connections between their project and all of these events. These opportunities for connection often take the form of reflection Fridays, peer evaluation and self-grading. (Much more on this to come in the ‘equip’ section to be published later.) One student said, I have definitely begun to develop an entrepreneurial mindset because when thinking about our product, I am not just thinking about the idea anymore. I am thinking of the whole project itself. Another described his passion as, “I am unbelievably happy to have chosen a project I am 100% passionate about. . . . an Independent business plan, built around an idea that I have genuine interest in exploring.” These events require the learner to be engaged as a participant, not solely as a spectator. Therefore our roles are much more than teacher; we are facilitators and guides, the true meaning of educator. As an example, while ASaP focus is on gaining wisdom through experience, some basic knowledge does have to be imparted before we can learn how to apply it to the project. Therefore, learners have to read materials thoughtfully and ask themselves the question, how does what I’m reading apply to my business plan? (See student quotes below.) Educators have to provide meaningful experiences in which students can provide answers to tough questions.
As far as “putting kids out there”, ASaP student partners engage in 4-5 field trips a year, including DECA conferences. In the first nine weeks learners go on 2 field trips, the first to HQ Raleigh and the NC State Entrepreneurship Clinic and Village. The second is to The Frontier, a local authentic experience that offers a networking event each Wednesday, IMM Cups. ASaP visits this event to listen to entrepreneur’s pitch and for our young entrepreneurs to give their own elevator pitch. Students have said of the field trips,
Moving Forward
Have you developed a vision of your own? A classroom mission? Do you regularly articulate these and encourage the students to do the same for themselves? How are you exciting your students? Are you reading material, worksheet, test driven? Or are you attempting to drive self-directed learning in a reflective learning environment? What experiences do you provide to your learners that engages them in their learning? How do you engage your learners’ thinking and doing capabilities? How do you connect these experiences and events to the learners’ growth? It has taken me fifteen years to hone these questions and begin to develop meaningful experiences in which students thrive. The Student Engagement Slope is indeed affected, positively! It comes from trial and error, knowing your audience/customer/learner, and a basic understanding of the bureaucracy in which you have to operate. Push boundaries, get rid of the box, be yourself and excite and engage your learners and fellow educators. Next up, equip and empower. 2/10/2021 12:34:01 am
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Author: Dan Jackson
Experienced Reflective Learner and Strategic Thinker with an ongoing track record of of innovative, adaptive leadership in education and business management. Archives
December 2019
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