“Will you be our robot?”
The students asked so earnestly I couldn’t say “no.” It was a sixth grade science class and they were studying programming with a couple of guest instructors from Intel. The task was to identify and clearly articulate the steps to take a robot from one part of the room to another and then make a sandwich. Simple? Not exactly. What it was, however, was a great (and not unusual) example of a creative teacher willing to challenge his kids with an activity that pushed them to think beyond the textbook. They gathered around tables, laughed, learned, and leaned in to work together on a task that made them think. The lesson had a community connection, a hands on approach, and put the ownership of learning with the students.
It was not straight rows, primers, and bored students. But…
An image of just that had prompted one of my teachers to exhale sharply earlier in the day. A tweet had been shared with her that suggested something static in our profession. She read that message of discouragement, thought about what she’d been doing with her social studies class that day, and sent me a screenshot and a video.
“I’m not on twitter,” she wrote, “so I can’t share with her the video of my 8th graders doing a sing-a-long of one of their classmate’s original “The Ten Bill of Rights” (set to “The Ten Days of Christmas”) or the attached puppet show video… but I thought you’d enjoy these examples of public school being anything but “sit down, don’t talk…”
The video was as delightful as you might imagine, and the next week when I stopped by her classroom the students who had created the show, funny, smart, and fabulous, were even more so. They had been given a creative opportunity to show what they knew and share that knowledge with their class. Far from the images in the tweet, this was learning.
Both of these were examples of the kind of activity that happens in classrooms every day. A little fun, a lot engaging, these are opportunities for our students to engage with the subjects at hand, celebrate curiosity, and actively do.
And then, from time to time, bigger projects present themselves…
I wrote recently about the cigar box guitar build in one of our precalculus classes, and couldn’t let that experience pass without mentioning one magical moment shared with me by a student. She and her partner had been working on a guitar, and after the first day’s sawing and drilling had decided that before the last build day they would add their own creative approach to the instrument.
Painting the box as a lightsaber and the neck as a glowing red blade, they returned to the second day of the build with the elements of a guitar that would look as impressive as it might sound. As I moved from group to group in the workshop these girls saw my amazement at their project, and as they posed for a photo one smiled and said: “Just wait until you hear me play The Imperial March on this!”
Learning looks different from classroom to classroom, but for anyone who thinks it’s all straight lines and hands raised waiting to be called on I’d invite you to my school to be a robot, watch a puppet show, and listen to an amazing student play you a tune of the guitar she built in math class.