As the class transitions, the change is taking more time than I expected. To set the stage, organize the materials, and create investment requires substantial teacher prep and student effort. Yet, I know that if we jump into the new unit too soon, and without that prep, the learning won't be as creative, strong, and focused as possible. Hence, we'll spend another day today preparing for the change.
I'll make the time to introduce the students to the new structures and processes. The change would hardly be noticed by anyone visiting our room, but for classroom learning and effort, the change is significant. Early year materials have been put away and replaced by project/problem base learning materials. Computer time and use will include greater choice and more sophistication as children use the tools introduced with more independence and creativity.
The biggest problem is time. The teachers with the most time-on-task with multiple children often have the least time for preparing and planning for that learning. Old factory model schools often thought of the teacher as the conduit, and the curriculum leadership, text books, and consultants as the thinkers, creators and choosers of responsive student learning materials and processes. Though the thinking has changed in many schools, the time schedule has not. Hence most innovation and change happens on a teacher's own time in the evenings and over the weekend, and that's one fact that may be slowing down more responsive, student-centered, state-of-the-art learning design in classrooms.
I'm excited about the worthy project/problem base learning goals ahead in the next six weeks. Once the stage is set, materials prepared, and process planned, students will have the chance to apply the skills, concepts, and knowledge they've learned so far as they embark on a wonderful learning journey.
