For those of you that follow my blog closely you are likely not surprised that I'm writing a post on my distaste for worksheets, and for you I'll be preaching to the choir. Others may be thinking "ugh, another progressivist posting about how terrible worksheets are." I assure you, ditching worksheets is not a progressive move anymore. You might be neither of those people and are just curious about why worksheets may not be an optimal learning strategy and what some alternatives may be. I hope to provide some insight to all and some alternatives to worksheets.
I have used "worksheets" before and will continue to use them occasionally in my teaching career. However, I use them sparingly, and I use a specific style of worksheet. When I use the word "worksheet" in this post from now on, what I am referring to is that of the "drill" variety: pages or packets filled with the same questions over and over again, slightly modified, that have a right or wrong answer. I'm going to tell you why I don't use worksheets, common excuses for assigning worksheets and alternatives. As you move into summer, reflect on your practices this year. Will you use worksheets next year?
Why I don't give my students worksheets:
1) I would be a hypocrite.
It's an integrity thing for me. I talk heavily about the benefits of experiential learning in this blog. If I were to say "yes" to drill worksheets, I wouldn't be practicing what I preach. I support and promote experiential learning because I have observed the benefits, and science supports it as an effective learning tool. The same can not be said for worksheets, at least not in isolation.
For more information about experiential learning check out this blog post -"What is Experiential Learning, Anyway?". You can also hear my thoughts in my interview about experiential learning on the podcast, A Teacher's Shoes.
2) Worksheets do not accommodate all learning styles.
Worksheets are a one-size-fits-all approach, and learners are not one-size-fits-all. This can leave many students confused, frustrated, and deflated. Differentiation is a popular approach to accommodating many learning styles. At a minimum, then, leave worksheets as an option, but beware that students may not be choosing to do worksheets because they learn best that way. They are likely choosing worksheets because they offer concrete right or wrong answers. It's easier than having to problem-solve, work together as a team, reach out to community members as a resource, as some non-worksheet learning activities would require of students.
3) Drill worksheets do not have a place in life outside of school.
The only time I have ever done worksheets in my life was when I was in school. It would never come up in life; not to get a job, not to keep a job, not to plan for a family, not to plan a trip. Drill worksheets serve no purpose in life, so why do them? I'm short on time as it is. Adding busy work that serves no purpose is not something I'm going to do. Prospective employers are never going to ask students in an interview how well they can fill out a worksheet. They're going to want to know if the student has a thorough understanding of the content necessary to succeed in their field. They're going to want to know if the student can work well with others, control their impulses, critically and creatively think, work independently. These skills aren't gained by completing drill worksheets.
4) Worksheets "decontextualize" learning.
Drill worksheets are loaded with questions or problems in isolation from the whole. For example, I would get worksheets in high school chemistry that were filled with chemical equations to be solved. We would practice over and over solving these equations with specific formulas, yet I had no idea how those formulas applied to chemistry or what they really meant. I wasn't learning chemistry. I only learned how to regurgitate information that had little meaning.
I think the Alfie Kohn quote below is referring to "schooling" in general, but it applies to drill worksheets, which tend to be tasks isolated from a bigger picture. Worksheets perpetuate this problem. By hammering in discrete units, students are collecting piles of bricks but not building a functional home.
5) Worksheets do not ignite a passion for learning.
Worksheets are boring! Some may say, "who cares, students don't have to like it. That's the real-world. Life isn't always fun and games. Better to prepare them for that now." That is something I hear a lot and it's very frustrating to me. Students can quickly lose their passion for learning if worksheets are the norm. What I want for my students is to love learning. You will never have students seeking you out years down the line to thank you for your worksheets or to share with you the incredible impact those worksheets have had on their lives. They will thank you for building a relationship with them, creating opportunities for them to pursuit their interests, challenging them, and giving them autonomy and choice, because it's those things that make a real and important impact on their lives.
I assure you that the student comments above are not in reference to all of the worksheets she was given in school. She is talking about experiences she had. Worksheets are not life-altering. To hear more about this particular student's story, listen to my podcast interview. Link above.
6) Worksheets train students for careers of the past.
Drill style worksheets don't teach Important 21st-century skills such as tech literacy, creativity, social/emotional skills, collaboration, communication, teamwork, critical thinking, and other skills employers of today desire. Rote memorization is no longer a skill worth spending a lot of time cultivating because information is so readily available. It wasn't 50 years ago, at which time worksheets made more sense. Now drill worksheets are an archaic practice.
I have talked to a lot of teachers and parents that defend drill worksheets. Below I have listed some common answers I get from parents and teachers when asked why they give out or support the use of drill worksheets. I have included some alternatives to satisfy those justifications:
1) " I assign worksheets to students as content review."
Many teachers give worksheets to students with the intention of hammering in an idea or concepts covered that day in class or in that unit.
What's the problem with that?
Unless that content is tied to life, the real-world, or something personally meaningful to the student, that content won't be remembered, regardless of how many times they repeat repeat repeat.
What to do instead:
If your purpose for using review worksheets is to help students memorize content, consider doing an activity that will leave a lasting impression. Then students will not only remember the content long enough to pass a test, but may remember it 20 years later, and say to themselves, "Hey! That's an example of commensalism! I remember that from that ecology vocab scavenger hunt we did in Ms. Segar's bio class! Remember that egret we saw sitting on that cow?" (scavenger hunt free in my store) As an experiential educator, I believe "leaving a lasting impression" requires that the learner be involved in some way. A scavenger hunt where students can observe and experience the ecology vocab in action is more memorable than copying definitions onto a worksheet. Even a combination of an activity and a worksheet would be more effective than a worksheet alone (if you insist that the worksheet is necessary).
2) "I sometimes give out worksheets as a formative assessments."
Sometimes teachers just want to see if students know the material that they've been taught. I do understand why teachers would do this. It's quick, it's easy, it's cut and dry.
What is the problem with that?
The problem is that drills are typically in isolation from the whole. It's difficult to see how drill problems connect with the an overarching concept. You often miss misconceptions that students have developed, and you wouldn't necessarily know if students understand the concepts or if they are just great at memorization.
What to do instead:
Try other versions of formative assessments. I get a lot of mine from the book "Science Formative Assessment" by Page Kelly. It gives a ton of quick, easy formative assessment strategies that are designed to reveal where students are having trouble or forming misconceptions. There are so many creative formative assessment strategies out there. Do a simple Google search or head to Pinterest. You can even simply ask students to write a reflection, which is what I do with my students, as reflection is an important part of experiential learning.
3) "Worksheets give students practice."
I hear this one a lot, and understand why someone might think this. A drill worksheet likely does give students practice, but what is it that they're practicing exactly, and is it something we want them practicing?
What is the problem with that?
What students are practicing is memorization for the purpose of passing a test. This just isn't necessary anymore. They have access to information all of the time. The internet is not going away. I would argue that using worksheets to "practice" is doing more harm than good. If students are doing drills for practice, and they are doing the drills incorrectly or don't understand the material, the "practice" is just reinforcing misconceptions and confusions.
What to do instead:
Again, if the purpose for drilling is to get students to memorize the information, try making it experiential. Get your students involved. Not only are they more likely to remember the concepts, but they will have a clearer understanding of it. There are so many great ways to do this like inviting speakers to talk about their research, taking students on field trips, collaborating with the community, inquiry-based learning, problem-based learning, project-based learning, STEM, STEAM, maker education and more. These are all effective strategies for practicing and understanding content, while providing opportunities for students to build important life skills. For student-directed problem-based learning, project-based learning, maker, and inquiry resources, check out my store, Experiential Learning Depot.
This is much easier said than done for some teachers. I have math teachers in mind here. For math teachers, check out a previous post here written by Tony Geraci. He is a high school math teacher that incorporates 21st-century skills into his curriculum. Check it out here.
The series of photos above illustrates a STEM project where students worked cooperatively to build a treehouse for LEGO people as an extension of a book we read on citizenship. Not only did students learn about citizenship, practice team building, and work with their hands, they also learned math and physics concepts. They are more likely to remember and understand those concepts, as they had to actually apply them to be successful.
4) "Sometimes kids have to do things they don't want to do. That's life."
I hear this one a lot, "That's life", as if drills prepare students for life. I myself have said this before, especially when I'm frustrated with my students and their lack of productivity.
What's the problem with this?
I have to take a step back and remember that life is hard as it is, especially for teenagers. My students have experienced a lot in their short lives. They are tougher and more responsible than they should have to be at 16-years-old. Worksheets are also not a real-world reality. Students will never encounter a job in which they have to sit at a desk and fill out worksheets for the purpose of rote memorization.
What to do instead:
There are many things that our students do in life that they don't like. You don't need worksheets to teach them about hardship or work ethic. Encourage students to prepare for the real-world by getting a job or starting a business. Facilitate learning experiences that are student-directed so they can practice desired career skills. Problem-based learning is a great example activity. Promote community relationships with your students such as starting a mentorship program or organizing service learning experiences.
Want to toughen kids up and help them understand the value of hard work? Have them spend nine days working on an off-grid chicken farm in the middle of the mountains. Everything takes effort. I never heard "that's doing too much" from one of my students because saying that wasn't an option. I understand that these experiences aren't realistic for all. Consider then bringing the challenge to the classroom. Use the community to make your point.
5) "Worksheets are quick and easy to plan and implement. Sometimes I just need a break from rigorous lesson planning."
This is completely understandable. Teacher burnout is real and powerful. Sometimes teachers just need a breather. There is no problem with that.
What to do instead?
Like I said, I get it. If you must give out worksheets to give yourself a break, try to do it sparingly. There are other ways to take breaks that are better for everyone:
Put on a movie! I know this can be frowned upon, but there are so many educational movies out there. There are documentaries galore about any subject you can think of! I love throwing on news series for students because they are relevant and promote citizenship. Check out my Vice News episode activities. Note: I call these resources "worksheets" in my store only because I don't know what else to call them. I assure you, they are not drill worksheets.
Find resources that are quick and easy to plan that are applicable to life. For example, rather than giving students a drill worksheet on basic math principles, ask them to write a travel budget. Rather than giving students a vocabulary worksheet where they copy down definitions, have them create a slideshow with vocab definitions along with a photo that represents the definition. One of my coworkers used to do this with her students. It helps students make real connections with the words in a more interesting and effective way.
One final method of limiting intense lesson planning is to incorporate student-directed learning activities into your curriculum. Your students direct the learning experience while you facilitate. No lesson planning. Check out my store for student-directed learning resources AND refer back to blog posts from my student-directed learning series for guidance.
As you drift into summer, reflect on your year. What did you do well? What could have gone better? What changes do you want to make? What kind of people do you want your students to become? How do you want your students to perceive learning? Does your current approach support your teaching goals? Are drill worksheets working for you, and more importantly, are your students getting anything out of them?
Thanks for stopping by! Follow Experiential Learning Depot on Pinterest and Instagram for more on experiential education.
Spring is the perfect time of year for citizen science! It's warming up outside, students are getting antsy and exhausted, testing is underway, breaks are badly needed. On top of that, things start to get active in the world of wildlife, especially in temperate regions like Minnesota. Animals emerge from hibernation, migrating species begin their long journeys to their summer sanctuaries, and it's breeding season for many organisms.
Citizen science is when citizens, like your students, have the opportunity to play an active role in wildlife studies or projects going on around the world that benefit from participation by citizens. Hawk Watch International, for example, hosts hawk counting events at their migration sites that anyone can participate in. Volunteers count passing hawks and record their count to an online database.
Citizen science is a great learning tool for many reasons. One is the application of science concepts to the real-world. Participating in citizen science also shows students that they can play a role in improving the community and the world around them. They are active citizens, an important 21st-century skill.
I highly encourage organizing classwide citizen science activities or taking a project-based learning approach to citizen science. Take a look at my PBL Toolkit to get students rolling on citizen science PBL projects. Using my Community Action Projects resource is one project-based learning approach that makes sense in this case, as students would be actively participating in projects that better the community.
The following is a list of some of my favorite citizen science projects to use with my high school students AND my own young children. The projects listed below are appropriate for ALL ages. You could get students involved either part of school curriculum, at home for homeschool projects, on a family camping trip, or over the summer to keep students busy and sharp, among other things, There are many more citizen science programs out there other than the 20 listed below. I'd love to know about others that you've done with your students!
20 Citizen Science Projects for Students of All Ages
1. Globe at Night
The purpose of this project is to raise awareness about light pollution and its impact on communities. Students can report their night sky brightness observations daily. All they need is a computer or phone. This would be a great supplemental learning experience to a broader PBL project on light pollution.
This website has a variety of projects to get involved in, which is nice when it comes to student-directed learning. Students can pick a citizen science project in line with their interests such as insects, mammals, migrating species, invasive species and more. What's really cool about this website is that is promotes communication and collaboration with naturalists and research scientists.
3. Project Budburst
Project Budburst focuses on plant observations. The intention of the program is to understand human impact on wildlife, particularly plants. One area of focus right now is determining how plants are and will continue to respond to climate change. This site has a tab for educators with age specific learning activity recommendations.
4. Project Noah
Project Noah is another citizen science option that emphasizes wildlife observation and inquiry. There is a section for educators that has a "classroom" feature where teachers can set up and manage class citizen science projects. The education section also provides investigation ideas from mimicry to backyard ecology. This is a great option for homeschoolers as well. You can add as many students to the "class" as you wish. It would be a great independent PBL project because citizen science naturally collaborative, an important element of PBL.
5. Project Squirrel
This citizen science project seems a bit dull. I mean, squirrels? They're so ubiquitous and kind of a nuisance. They aren't rare. They aren't large predators. They are a slightly cuter version of a rat. Squirrels, however, can tell us a lot about the health of the surrounding environment. Students can get involved in this project by recording squirrel observations and photos. It's a more interesting and hands-on way to learn about ecosystems. There is also a special experiment students can get involved in that looks at food patches.
This resource is incredible. What's different about Zooniverse compared to the other citizen science options mentioned so far is that the projects cross disciplines. There are projects on climate, history, literature, medicine and even art, not just natural science. One of the projects on there right now is called "Anti-Slavery Manuscripts". This project was added by the Boston Public Library to include citizens in transcribing their collection of letters written by anti-slavery activists. I think the best feature of this website is that students can create their own citizen science projects to add to the site, which citizens from all over the world can then contribute to. That would be a really cool PBL project and deep learning experience for older students or as a class project. I used to do large group projects like this with my advisory.
SciStarter is similar to Zooniverse in that there are a variety of citizen science projects available to choose from AND students can create their own. It is essentially a massive catalog of citizen science projects. One of my favorite things about this website is their blog. The blog articles illuminate the impact of citizen science on our understanding of the world.
This is a super black and white, straightforward catalog of citizen science projects in the U.S. It is not fancy and does not have a special section for educators like many of the websites mentioned so far. However, the catalog is exhaustive. If you are having your learners do student-directed PBL projects, this website is a great place to start. They can search for ideas relevant to their interests.
9. World Water Monitoring Challenge
This project is fantastic for raising awareness and educating students on water issues across the globe. Students monitor their local waterways by performing water quality tests. Consider implementing scientific open-inquiry labs on water quality in your area (check out my inquiry-based learning toolkit for guiding materials - I also have several student-directed water pollution activities in my store including inquiry, PrBL and PBL..) Students that are especially passionate about this issue and want to get more involved can apply to be ambassadors on the website. The downside to this citizen science project is that it is not free. Specific water quality kits need to be purchased to participate. One upside (of many) is that it's global.
10. The Great Backyard Bird Count
This citizen science project is only open for participation a few days per year. There are four designated days for citizens from all over the world to count birds. This year (2019), almost 33 million birds were counted. Students can count birds, submit observations, and explore the data. There is also a photo contest students can take part in! Your students will need access to smartphones and the eBird app to participate in the Great Backyard Bird Count. Hawk Watch International, which I mentioned above, is a similar program, but specific to hawks.
11. Journey North
Journey North is a citizen science option that specifically focuses on migrating species such as the monarch butterfly and whooping cranes. There are many organisms to choose from as well as specific projects. The Symbolic Migration project is one example where students from around the world create paper butterflies and send them to students in Mexico. Those students then care for them through the winter and return them in the spring, symbolizing butterfly migration. This is a cool way to integrate art, geography, science, history, and culture, as well as to encourage global learning and collaboration. My kids and I participate in the loon program each spring, which is the MN state bird (my place of residence).
12. Butterflies and Moths of North America
As the title of this citizen science option suggests, this particular project is specific to butterfly and moth sightings across North America. Students can take photographs and record sighting locations of butterflies, moths, and/or caterpillars to the database. Students can open and analyze data maps. This is another one that is easy to participate in as long as you're in North America. Migrating moths and butterflies use the north as a summer sanctuary and the south as a winter sanctuary. They can be found in most environments from urban gardens to national parks. My students and children take part in this project every spring.
13. WildCam Gorongosa
This project can be found and your group managed through Zooniverse (#6). Scientists and conservationists need help tracking and identifying species in Gorongosa National Park in Mozambique. Students scroll through photos taken by wildcams placed in the park. Students identify organisms and their behaviors IN the photos. That's one interesting thing about this citizen science project; students can participate from anywhere in the world, including in a classroom. I understand some educators don't have the flexibility to get out of the building everyday to view wildlife. This is a great option for those in this situation. The "lab" tab in the upper right corner of the homepage is a place for educators to compile class data, which might come from an inquiry investigation for example. Students can also discuss what they see with other volunteers and scientists. It's highly collaborate, and pretty addicting once you start!
14. Nature's Notebook
This website is geared toward educators. Nature's Notebook focuses heavily on phenology monitoring, but what's cool is that you can create your own phenology monitoring program with your students that is relevant to your community. Your students could consider starting a citizen science program as an upper level project-based learning experience.
15. The Wildlab Bird
The Wildlab Bird is another citizen science opportunity offered by Cornell Lab of Ornithology. Students observe birds near their learning spaces and report sightings of GPS-tagged birds to Wildlab. One thing that is unique to this citizen science option is that they promote STEM. They put a strong emphasis on integrating technology, so much so, that they will provide iPhones to your students for this project. They will also visit your school or other learning environment free of cost to help you get started.
16. Celebrate Urban Birds
This project encourages urbanites to observe their surroundings and appreciate wildlife. You don't have to be in the middle of a national park to find wildlife. This is a great project for urban students that don't have easy access to natural areas.
17. Project FeederWatch
I love this project! There are so many learning opportunities built into it. It is not simply a matter of counting birds in your school yard. You could take advantage of design thinking by having your students build their own bird feeders. The shape, structure size, color, and food included will all be dependent on the bird they're hoping to attract and count. In order to find this information students will have to do some research on the natural history of birds in their community. You could split your students up into groups, have each team determine a bird of focus, design a birdfeeder specific to the species of their choice, and then observe and count the birds to report to Project FeederWatch. This would be a great PBL experience.
18. School of Ants
The purpose of this program is for citizens to help create a thorough map of ant species and their ranges across North America. This is a great supplemental activity or could be a PBL project in itself. Students would learn about the natural history of ants in North America, what they eat, their behaviors, distribution, and more while contributing to real science. This website has many resources for educators as well.
19. The Lost Ladybug Project
Another one on insects! The Lost Ladybug Project asks citizens to help them collect ladybugs, photograph them, and submit the images along with some basic information such as location, date, habitat, etc, to their database. This could be a great supplemental activity to a larger discussion or unit on topics like invasive species, habitats, competition, evolution, genetics, and more. Be creative, or let your students get creative by having them conduct student-led scientific open inquiry investigations.
20. The Great Sunflower Project
The Great Sunflower Project emphasizes pollinators, a hugely important topic and one that has been in the spotlight for quite some time, as our pollinators are at risk. There are a few ways to get students involved in this program. One way is to have them grow sunflowers, monitor pollinator visitors, and test the effects of pesticides on the pollinators. Students can also participate in pollinator counts anytime, anywhere, even in the school yard or in their home gardens. As a project-based teacher, I think this final option is the coolest way to get involved; students can learn about important habitats for pollinators by literally creating their own pollinator habitat such as a bee or butterfly garden.
Thanks for visiting! I hope you're able to get your students involved in at least one of these citizen science projects this spring. By introducing them now, they can take over and continue to stay involved on their own throughout the summer and into next year. I'd love to know about anymore citizen science projects not mentioned here that would be worth looking into.
Follow Experiential Learning Depot on Pinterest, and Instagram for more on experiential education, and check out my TpT store for experiential learning resources. There are a couple free ecology resources available to download.
Photo Credit: Many of the photos above were taken directly from the citizen science websites cited. The quote photo, blog cover, butterfly photo, bird photos, butterfly art piece, and child looking at butterfly catalog were taken by Experiential Learning Depot.
I was recently interviewed on the podcast, A Teacher's Shoes, on experiential learning and the profound impact I have seen it have on my students. I have seen learning through experience transform lives. Listen to the episode by clicking on the link below.
A Teacher's Shoes - Experiential Learning with Sara Segar
A few weeks ago I wrote a blog post on education trends of 2018. As the year was coming to a close, I wanted to look back to see what instructors were doing with their students, why they were trying out these trends, and if the trends would stick around for the long haul. Maker education was one of those trends. It's not a new idea, but has recently gained a lot of traction and attention. It is apparent now more than ever that students need to develop and build the skills to learn, and to navigate the enormous amount of input thrown at them at any given moment; not just memorize content. Maker education does just that.
Maker education in short is learning through designing and creating. It might be making an art piece, a moving model, an animation, or a promotional video. "Making" isn't limited to physical creations like a bird house, for example. Makers can also design and create things digitally such as illustrations, blue prints, maps, and more. Maker projects could be done independently or in teams.
There are a lot of benefits to making. Every child can "make", for one. It doesn't matter the age, background, skill level, gender, or school philosophy. It is a learning experience that is naturally differentiated (which was another trend of 2018, and many years prior.) Making considers individual needs, skill levels, and interests. Students develop critical 21st century skills like problem-solving, inquiry, determination, resourcefulness, team-work, communication, creativity, collaboration and critical thinking (the 4 C's) in addition to content.
Maker activities can be aligned to the standards. Maker projects are often tied to specific concepts. "Making" is an interesting approach to learning that can cover the topics required as well as help students build on important life skills. For example, I am a biology teacher. My students made moving models that simulated synaptic transmission. Rather than reading about it in a textbook, jotting down some notes, taking a quiz, and forgetting the information 5 days later, my students construct new knowledge of an abstract concept through experience. I got this idea from brainu.com. Science teachers, if you don't already know about this website, you're missing out. Take a look.
My students make things all the time. They're project-based learners so they make final products to demonstrate new skills and knowledge everyday. I just wasn't aware that it had a name until the recent past when I saw "makerspaces" littered all over Pinterest. I popped into Jennings (where I used to teach) this morning to say hello to the students and staff, and was blown away by some of their projects. It was rejuvenating and inspiring. I'm grateful to have worked with so many outstanding maker educators, Tom and Andreas, to name a couple. They didn't just run a workshop, the maker projects that students did with these teachers required meticulous planning, brainstorming, testing, modifying, and reflecting.
A few months ago I started doing heavy research on maker education. I did a lot of reading, participated in several workshops, and attended live webinars. I learned that there is a lot more to maker education than just making. It's one thing to build something. But there is a process if it is to be a profound learning experience, which is the end goal after all.
The elements listed below are a combination of what I've learned from maker research and what I've learned from experience in a project-based learning environment. A lot of this information comes from a free webinar I took on edweb.net called "Designing and Creating Makerspaces" , with Beth Holland and Douglas Kiang.
Important Elements of Maker Education
All maker projects should provide ample space and time to immerse learners in the challenge, observe problems, ask question, and explore available materials.
The brainstorming phase is when students play around with design ideas that ultimately lead to a prototype.
The prototype is the initial design. It is typically temporary as few designs turn out exactly as planned.
This is the part where students make their designs. They will ultimately hit snags, try something out, fail, go back to the drawing board, and try a new approach. Failure is an important part of the learning process with maker activities.
5. Community Expert:
Including community experts is an important aspect of project-based learning. I think it's important to have experts within reach during all phases of a maker project. They are additional sources of information, guidance, and provide additional feedback.
6. Sharing and Reflecting:
After each maker project I have my class do a gallery walk of all of the final products. It's fun to see what others have come up with and how diverse final products can be. A gallery walk is also a great way to provide peer feedback. Reflecting on the experience is also important. Reflection is a huge part of any experiential learning activity, which "making" is. It's important to look back at not only the outcome, but the process itself. Gallery walks make great opportunities for students to not only share their final products, but to share their making experience.
7. Authentic Presentation:
Sharing work with an authentic audience is also an important element of project-based learning. I like to add this component to maker projects because I think it's an important step in any learning activity. An authentic presentation is sharing work with a relevant audience. A gallery walk is great. But let's say a maker project was to make a toy. The toys created wouldn't be of any use to a group of high schoolers after the project is complete. Donating those toys to a daycare center, on the other hand, would be authentic. It meets a relevant audience and makes an impact on the community.
PBL Maker Challenge:
PBL Maker Challenge: Goal Setting Through Artistic Expression
I started a new product line in my TpT store, Experiential Learning Depot. The product line is called "PBL Maker Challenge", which is a combination of the elements of project-based learning and design thinking noted above.
All of these projects are budget friendly. You shouldn't have to dismiss maker education because creating a makerspace costs too much. Each project in this product line can be done using materials on hand, few materials, household items, or recyclables or trash. If there is a project that requires more sophisticated materials, I will provide tips on best ways to go about getting those materials.
The projects are also print and go. One of the beautiful parts about maker education is that the students guide the learning. You set the stage, they make the magic. I have only published one of these projects to my store so far. Keep your eyes out for others.
I'd love to hear about your maker experiences. For those of you that are seasoned maker educators, tell us what you do. What does your makerspace look like? What age group do you work with? Has maker education been beneficial to your students? What tips would you give to those new to maker education?
Check out Experiential Learning Depot on TpT for more experiential learning resources. You can also follow me on Pinterest, Instagram, and Facebook for more on experiential education.
The bulk of my experience as an educator was at a school that was student-centered, travel-encouraged, and predominantly project-based. Combine all three and you have student-directed school trips.
I participated in dozens of travel experiences with my students, from one night camping excursions, to weeks abroad. Out of all of those trips I only planned and organized a couple of them myself. All of the others were planned by students as school projects. I provided assistance with logistics, but the students gave the trips meaning and purpose. Some trips planned by students include an earth science trip to Hawaii, an ecology trip to California, marine biology trip to Florida, and a tropical biology trip to Costa Rica. Note: all trips do not have to be biology related! The ones just mentioned are because my background and teaching license is in biology.
Step-By-Step Guide to Student-Led Educational Trips
Where do school trip ideas come from?
All school trips start with a "spark". There is some input a student receives that strikes a chord. They may come across an interesting concept while working on a different project. They may hear stories from friends, family, teachers, students, or community members about a place that ignites curiosity. Maybe they even learn about something on a documentary, from a podcast, social media or in the news. It's typically accidental. The student isn't necessarily "looking" for a school trip to plan.
One of my students, let's call her D, was interested in primates. She wanted to know everything about primates from natural history to a career in primatology. I gave her a book to read for a project she was doing on primates called "A Primate's Memoir." In the midst of exploring this topic, she decided she wanted to visit a primate research center. The closest one we could find was in Iowa. We tried EVERYTHING to get a hold of this primate reserve, but were ultimately unable to connect. She went back to the drawing board. She discovered a primate research center in Sacramento, California and from that point on was determined to get us out there to study primates.
This interest in primates launched D into a high school career of school trip planning. She planned the trip to California and upon our return decided she needed to get to a place where she could observe primates in their natural habitat. Her senior project then became planning a school tropical biology trip to Costa Rica. Never did it cross D's mind when she started school that she would travel across the world.
A student decides they want to plan a trip. What's next?
Ok, so let's say D just discovered this primate research center in California and now she wants to go. What's next? If it's to be a school trip, there are requirements she needs to follow. She needs to identify the purpose of the trip, research cost, look into learning activities, connect with community experts, and create a fundraising plan.
Part of planning a school trip requires determining a specific purpose that is educational in nature. D quickly learned that California isn't where one typically goes to study primates. She also discovered that California has diverse ecosystems scattered throughout. When you drive an hour in any direction in MN what you see is more or less the same. When you drive an hour in any direction in California the landscape completely changes. It is night and day between San Francisco and Napa Valley for example. So D modified her purpose, broadening it to ecology to study biomes, biodiversity, climate, etc. This made it easier to align the trip to standards while sticking by her original plan to visit the primate research center in Sacramento.
My students use a Trip Plan Guidesheet that I created to assist them in the process. This product is FREE to download in my TpT store. My students research the questions on the guidesheet, put their information into a slideshow, and present their trip plan to the school board. The school board then approves the trip. The slideshow below was created by D and presented by her to the board. The trip to California was approved.
Preliminary plans are in place and the trip has been approved. Now what?
The first step once the trip has been approved is to start fundraising efforts. These fundraisers can and should also be student-led. A school policy was that students needed to raise a certain amount of money before making any trip arrangements. Check out this blog post I wrote a couple months ago on student-led fundraisers.
Once an agreed upon amount of money has been raised students start preparing for the trip (with your guidance). They will refine their itinerary; book tours, lodging, car rental if needed, etc; complete pre-trip projects; create project proposals for on-site trip projects; and connect with trip experts.
Even if educational travel isn't reality at your school, consider assigning students to plan a theoretical school trip. The skills and knowledge that D gained in the planning process alone was staggering. She learned how to budget. She gained content knowledge, in this case related to ecology. She learned some topography techniques and had some lessons in geography. D gained experience in public speaking and speech writing. She even practiced important life skills and competencies such as organizing, planning, follow-through, and determination. She learned how to fail, go back to the drawing board, and try again.
Planning a trip is an impressive learning experience. Feel free to download the Trip Plan Guideline mentioned above. You might also consider purchasing my PBL project - Plan a Trip Around the World - which provides all of the templates helpful in trip planning.
Student-led trip planning is just one of many ways to implement student-directed learning in your classroom. In the near future I will be writing a series of posts on this topic. Also stay-tuned for tips on what it takes to start a school travel program at your school.
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I have only been out of the classroom for a little over a year. Not long ago I started this blog and was quickly blown away by how much I seem to have missed in only one year out of the education scene. I questioned if I had been completely aloof for a decade, or if educational trends have just emerged that rapidly. I'd like to go with the latter, as my entire educational career has been in a progressive learning environment. It was literally my job to keep up with what was working for students a what wasn't, and to adjust my practice in response.
I have spent the last four months completely immersed in education. I have read dozens of books and hundreds of articles on education. I have participated in professional development courses and conferences. I have been completely in over my head, drowning to be blunt, in social media as it relates to education. Pinterest is littered with the trendiest of trends when it comes to learning, and everything else for that matter. The list of top educational trends of 2018 listed below was created strictly out of observation and experience. I have not run any fancy analytics programs or produced any actual data. So do with that what you will. You can take is as a grain of salt, or you can see for yourself.
Many of these trends aren't new. We implemented several of the trends listed here with full force where I taught (others I have never heard of until recently). They have made such a strong presence in the educational scene within the last couple of years because we know they work for 21st century students. So many of these emerging trends are based on the rapidly evolving world we find ourselves in. What used to make sense or what we used to do just doesn’t make sense anymore. With the world changing as quickly as it is, we are forced to really consider these ideas. Social media and other forms of technology have completely altered the way we communicate and learn. Notice patterns as you read the list. A few themes that I have identified include: student-centered learning; hands-on learning; inquiry-based learning; connecting content with the real-world; student choice and voice; technology and innovation. The overarching theme is a student-centered model necessary to develop the skills needed in the 21st century. Therefore, I don't see these trends going anywhere.
Up until now there has been a lot of buzz and a lot of talk about these concepts. Turn these trends into practice in your classroom if you haven't already. If you've just been playing around with these ideas with your students here and there, try to start implementing it as if it's the norm, because these trends are likely here to stay. There is a reason they are trending. Go with that!
Top 20 Educational Trends of 2018
1) Social-Emotional Learning -
"Social emotional skills" is a buzz phrase in education now because those are the skills students need in the workforce today more than content. Content information they can find in seconds anytime, anywhere.
2) STEM/STEAM -
Stem and steam are hot right now. No pun intended! Both strengthen many 21st century skills such as critical thinking, problem-solving, communication, and more.
3) Maker Education -
Maker education is a new one for me. I have used "maker" principles with my students without realizing that what I was doing had a name. Students identify a problem and then make something as a solution to the problem. There are a lot of free webinars on edweb.net on maker education. I highly encourage checking those out.
4) Differentiated Learning -
Differentiated learning is providing variety to fit student's individual needs. A lot of teachers are using strategies like "choice time" and "task cards" to provide a differentiated learning environment. Direct-instruction or passive learning can still dominate a differentiated learning environment, however. As an experiential learning educator that is not preferred in my opinion. Check out "personalized learning" below to see another option for meeting student's unique needs.
5) Flexible Seating -
Flexible seating is having a variety of seating options in any given learning environment. It might mean couches or bean bag chairs in a reading corner. A high-top table with stools for projects or activities that require sudden movement, a large community table for cooperative learning activities, etc.
6) College and Career Readiness -
Having a 4.0 GPA just doesn't cut it anymore as far as college and career readiness is concerned. There are competencies students must have to survive and thrive in the 21st century workforce. Just because a student got straight A's doesn't mean they are ready for what comes after graduation.
7) Blended Learning -
From my understanding, blended learning is a combination of classic schooling with online learning. I'm realizing, however, that it's not that simple. I think people that practice true blended learning have a precise understanding of a much more complex picture than just a mix of tech and teacher. I think there is a little personalized learning thrown in there as well, among other principles that are still a bit of an enigma to me. I'd like to learn more about blended learning. If there is anyone reading this that has significant experience with blended learning, please private message me. It would be wonderful to have you guest post about it on this blog.
8) 21st Century Skills -
This one is highly interconnected to the others. The other trends listed here provide learning opportunities to develop the essential skills needed in the 21st century.
9) Project-Based Learning -
My pride and joy. My entire career has been dedicated to project-based learning. Check out some other blog posts I've done on PBL.
10) Genius Hour/Passion Projects -
I hear these two words constantly. They possess the same elements as project-based learning, but are brief, temporary assignments in passing, as supplements to curriculum. Authentic project-based learning is more substantial or tends to be the curriculum itself. For those that assign passion projects in class and have genius hours, is that statement true? I have heard about teachers creating entire courses on passion projects. To me that's the same as project-based learning. Feel free to correct me if that's offbase.
11) Brain-Based Learning -
The point of brain-based learning is to teach or provide a learning environment that takes the brain and how it works into consideration.
12) Trauma Informed Practices -
This is really interesting to me, but I don't know very much about it unfortunately. I worked with high-risk students for almost ten years. Every one of them had experienced one trauma or another. If you're interested in this, ACES is a great place to start. Other than that, I have little to offer. Because of that, I will be having a school counselor guest post about this in the near future. Stay-tuned!
13) Alternative Grading Systems -
This concept is simple. Some schools are starting to move away from strict A-F grading systems. Many combine letter grades with portfolios. Others have eliminated grades all together and complete narratives for each student instead. The purpose is to reduce academic related stressors.
14) Personalized Learning -
As compared with "differentiated instruction" listed above, personalized learning doesn't stop at arranging your classroom or modifying lessons to fit various needs and skill levels. Differentiated learning is great if it's your only option. Personalized learning on the other hand addresses student needs and skill levels in addition to backgrounds, homelife, learning styles, intelligences, and most importantly in my opinion, interests. Students direct their own learning in a personalized learning environment. Lessons aren't modified by the teacher. Students are designing their own educational journey with teachers there to facilitate. I'll do a blog post on this concept in the future.
15) Problem-Based Learning -
PrBL is a cool tool that I wish I was much better at. Rather than students receiving a lecture with numbers and stats on a real-world issue, students learn about said real-world issue by making their own observations, asking questions, exploring the issue, brainstorming solutions and acting on those solutions.
16) Gamification -
I'm going to be completely honest. I know nothing about this. But it's a serious buzzword floating around out there. It does make sense to incorporate gaming into schools. I say that only because technology is here and it's here to stay. These games are only getting better and better. My reservation about it is the hold it has on students - the addictive nature of it. I'm sure there is someone out there to defend both angles. I don't know. What do you think?
17) Lifelong Learning -
Lifelong learning encompasses all of the trends listed here in one. It is having the tools to learn long after "schooling" is over.
18) Growth Mindset -
There is a growth mindset and a fixed mindset. A growth mindset acknowledges that skills can come through hard work and determination, vs. fixed mindset which is the opposite. Promoting and encouraging a growth mindset with students is a major trend right now.
19) Self-Assessments -
This is when students take an active role in a learning outcome. Students grow by periodically self-assessing. They learn how to fail, pick themselves back up, go back to the drawing board, modify and try again. To take it a step further, students can even create their own assessments. I have my students create their own project rubrics. That rubric template is available in my TpT store. Check it out here - Student-Generated Project Rubric.
20) Authentic Presentations -
Finally, my favorite part! I am a huge advocate for project-based learning, and an authentic presentation is an important component to PBL. An authentic presentation is one where students share their work and their acquired knowledge with an authentic audience, one that is relevant and public. There are so many advantages to doing authentic presentations. I wrote a blog article on this concept a while ago. Feel free to check it out for more information - How to Incorporate Authentic Presentations into your Curriculum.
None of these trends are used independently from the others. They are all interconnected. Just because you're focusing on lifelong learning doesn't mean you should put social-emotional learning or college and career readiness on the backburner, for example. They all share common themes. They all consider the needs of 21st century learners.
For resources on many of these trends, as most of them fall under "experiential learning", feel free to check out my TpT store. As of right now project-based learning dominates the store. But with project-based learning comes authentic presentations, lifelong learning, gamification if you wish, self-assessments, personalized learning, and more from the list of trends above. This is the last day of a winter sale on my high school PBL bundle and "how to" guide. Check out Experiential Learning Depot to get to this resource and others. I'm working on some maker and stem resources and will have those posted soon.
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Happy New Year, Everyone!
My Story: Becoming an Experiential Educator
I almost dropped out of teaching school. I don't like to say that because I'm not a quitter. I never have been, but it's the honest truth. I wondered if I could have a full time career doing something that just wasn't sitting right with me. My own experience was telling me that learning comes from direct involvement, but I wasn't observing that in practice. Here's my story:
I got my undergraduate degree in biology and proceeded to work with environmental protection programs for three years following graduation. Education wasn't even remotely on my mind. It didn't even occur to me. I didn't grow up in a family of educators. I was at a selfish time in my life when I didn't care much for kids to be honest. I was still a kid myself.
Working in the field was amazing for so many reasons. I met wonderful people, saw places I wouldn't have otherwise seen, and gained practical experience for a career in environmental science. I learned more about science in three months in the field, immersed in the content, than I did over the course of my lifetime. Content that I studied in college paired with active involvement in the field was a powerful learning experience for me.
Several years of working in the field was exhausting, however. I was constantly getting hurt. I literally had a handful of near death experiences, one of which was rolling an ATV down a mountain with me inside, another getting chased down by a nesting female alligator. I'll save the details of those stories for another day. I felt like my personal life was a revolving door. I would become close to my coworkers like family and then we would go our separate ways six months later. All of the jobs were temporary assignments. I was exhausted, hurt, emotionally and physically broken, and I was lonely. I decided enough was enough. It was time to go home.
I went back to Minnesota where I was raised and still had family. I applied to get my teaching license at the University of Minnesota, was accepted, and started the program within days of returning home. The program itself was great, but things went downhill when I started my high school student teaching experience.
I was torn. What I was learning in my teaching program was starkly different than what I was observing as a student teacher. My teaching program trained us to take a student-centered approach. We spent almost the entire year practicing inquiry-based learning strategies, which I thought was amazing at the time, and still do. Then I would go student teach under the supervision of an instructor that was very teacher-centered. Many classes that I observed were of her writing notes onto an old-school overhead projector, using a note-taking template that was photocopied out of a textbook. The students sat in their seats for 40 minutes copying her notes verbatim.
I don't believe this to be the fault of my cooperating teacher. She was doing what she felt she needed to do to fit in all of the standards, meet testing requirements, stay under budget, and "educate" the 180 total students that walked into her classroom each day. We would talk occasionally about how she felt a little stifled and restricted, especially when it came to experiential learning activities such as field trips. The logistical nightmare it was to transport 180 students to the science museum, for example, limited learning beyond the walls of the classroom. She was a seasoned teacher and she was intelligent. I have to believe that she felt there was no other option. I felt it too when I started doing the teaching myself.
I knew I couldn't operate that way for the rest of my career. My experience working in the field was always in the forefront of my mind when trying to work out my educational philosophy, along with the "student-centered" theory I was learning in teaching school. I knew as a student myself, that a strictly teacher-centered, lecture-based philosophy would not be effective, especially with 21st century students. We don't have the need for notetaking of that kind or rote memorization anymore. At one time that was more important, as access to information hasn't always been what it is today. The information is at our fingertips quite literally. What the students need, I thought, is to learn how to learn, as I did in the field - how to problem solve, think critically, navigate sources of information, question current lines of thinking and adjust thinking based on new input and experience.
I decided I needed to check into some things. What other options did I have? A lot of options it turned out. Not only were there a lot of schools and educational organizations doing things differently, but teachers in traditional classrooms were mavericks as well, trying to promote active and involved learning experiences while under the same restrictions as the rest of us. Those educators that went above and beyond, that were creative and reflective, that tried new educational approaches that were supported by research despite restrictions and obstacles, turned out to be my inspiration and mentors over the course of the next decade.
As I was researching my options, I came across a website for an experiential learning school in St. Paul. I didn't see that they were hiring, but I decided to connect anyway. I called them up, asked if they were hiring, and I started teaching there a few months later. I taught there for nine years thanks to the staff, students and school philosophy.
The students in these pictures are engaged, observing, problem-solving, creating. Of course it wasn't perfect all of the time. But I watched the impact that experiential, student-directed learning had on my students, the same impact experiential learning had on me when I was working in the field. I started writing this blog a few months ago, and in that short time have discovered through research and networking, the abundance of experiential learning going on out there right now. I'm floored by the speed and force by which project-based learning, inquiry, problem-based learning, student travel programs, maker education, stem, and other forms of experiential learning are appearing on the educational scene.
The dramatic emergence of these experiential learning approaches is because we know from experience and research that they're effective learning tools. If you hop on a search engine to find educational quotes, none of them will be about the profound greatness of direct-instruction.
Follow Experiential Learning Depot on Pinterest, Instagram, and Facebook for more on experiential education. You can also check out my store on TpT for experiential learning resources.
Happy Winter Break from Experiential Learning Depot
Hello fellow educators, parents, students, and Experiential Learning Depot supporters. I just wanted to let you know that I will be taking a brief hiatus from this blog to spend badly needed time with my family during the holidays. Feel free to catch up on past blog posts, which is what I know you want to be doing during your time off! You can also check out experiential learning curriculum on my TpT site, Experiential Learning Depot. Get yourself set up for the rest of the year with my PBL bundle, which is on sale until the New Year.
I will leave you with this quote from one of my personal heroes. Have a wonderful winter break (if you get one) and a very happy New Year!
I talk about experiential learning a lot in my life. It's in the name of my blog and my TpT store, Experiential Learning Depot. I consider "experiential educator" to be my job title and path of focus. "Experiential learning" is strongly built into my daily lexicon and philosophy of education. I find people asking me on a regular basis to explain what I do as an experiential educator. A lot of people come wanting to know more about experiential learning and how they can work it into their curriculum. The good news is that it's a great learning tool for people of all backgrounds, learning styles, skill levels, and interests, and it's fairly easy to implement if you know the essential components. There isn't really any bad news other than there are some misunderstandings floating around about what it is and who can benefit from it.
Based on Instagram alone, I have noticed that experiential learning is often associated with outdoor education. The Instagram hashtag, #experientiallearning, is loaded with photos of students hiking, traveling, and getting their hands dirty. This can be experiential learning, but isn't always, and outdoor education is certainly not the only form of experiential learning. So let's iron out what it is exactly and how you can utilize it with your students.
In short experiential learning is learning through experience. It's getting actively involved in learning. Hands-on activities aren't necessarily experiential learning activities, however. There are specific elements that make is different. Project-based learning can be experiential, as can inquiry-based learning, problem-based learning, community learning, service learning, and simple hands-on activities, just as long as the following characteristics of experiential learning are utilized:
What is Experiential Learning?
1. Students are actively involved -
Students should be actively, not passively, learning through the learning experience at hand. What experiential learning IS NOT is lecture-based. Students should be involved.
2. Students have the freedom and support to make mistakes, and outright fail at times -
Part of learning through experience is gaining skills and knowledge throughout the entire process, not just from the outcome or final grade. Allowing students to feel they can fail, revise, and try again takes off some pressure and encourages an attitude of willingness to improve. This is an important competency to have in life-long learners.
3. The experience is personalized -
An activity is experiential when it's meaningful to each individual student. The activity should meet the diverse need, backgrounds, interests, goals, learning styles, and skill levels of each student.
4. Students see a connection between the content and the real world -
Connecting an activity with real-world context helps students find meaning and purpose in what they're doing. The brain needs real-life connections to retain information.
5. Students can see purpose in the activity -
Students should know why they're doing what they're doing. If students see their final score as the sole purpose of the activity then something is missing. With purpose comes an intrinsic motivation to learn.
6. Student-directed -
Student's should have control and investment in their learning. Any experiential learning activity should be student-driven or at a minimum, student-centered.
7. Reflection -
Reflection is a big one. I believe that reflection should be a key component to any instructional approach, not just experiential learning. Students should have ample opportunity to look back at their successes and failures (which there will be in experiential learning). They should analyze their work, not just the final outcome, but the entire learning process. It encourages acceptance of constructive feedback and continuous self-improvement through life.
Bonus: use the community as a resource -
Community outreach is a huge plus when it comes to experiential learning. It might mean bringing students out of the classroom to utilize a community resource, or bring community resources into your classroom. You could bring community experts in as speakers, helpers, or teachers. Utilizing community experts in an important part of project-based learning, but I think it enhances ANY learning experience and shouldn't be limited to PBL.
Now, here is an example. I am technically a biology teacher. I teach the basics of neurology, and when I do, I invite someone from the University of Minnesota neurology department to come in to talk about their research. In the past they have brought with them an actual human brain, a resource I am personally unable to get my hands on. That is a valuable resource that brings out some of the elements of experiential learning listed above.
Now take a hands-on activity that you like to do with your students. Do the above elements fit in with the experience? If they don't it's not exactly experiential learning, and you may not be getting the outcome or understanding of the content that you're hoping for. For example, you might have your students doing a lab in chemistry. It's hands-on learning. It's not a worksheet, so that's experiential learning right? Not necessarily. If it's a prescribed recipe then students are missing the personalized learning component. The experience isn't student-directed. It may not connect with the students' reality or the real-world. It is not active learning, it's passive. Just because it's hands-on does not make it experiential. Go through the checklist with a favorite activity to see if it's experiential. If it's not, consider modifying the lesson to make it experiential. The outcome is a student that has a lifelong passion for learning and actually understands and absorbs the content.
For experiential learning resources check out my TpT store Experiential Learning Depot.
I like the article below on experiential learning. It's a long one, but it would act as a great manual for educators new to experiential learning. I also give it credit for helping me out with this blog post. "Best Practices in Experiential Learning" - prepared by Michelle Schwartz
Happy holidays everyone, and a great final week before break if you're still working!
I have been traveling with students to some capacity for 10 years. I have a background in ecology and environmental science. Before I became a teacher I was working on various endangered species projects around the country. I knew from that time in the field that the deepest learning happened when I got up close and personal with my environment, not when I was reading about biology concepts in textbooks. I knew when I became an educator that I wanted to work at an experiential learning school where students directed their learning. That is how I came to be heavily involved in the travel program at Jennings Community School, where I advised at-risk teenagers, taught using project-based learning, and traveled with students for the next 9 years.
I don't believe that experiential learning applies to biology alone. As Benjamin Franklin once said, "Tell me and I forget, show me and I remember, involve me and I understand." That is experiential learning in a nutshell, and it pertains to all disciplines. You don't have to be a science or art teacher to get your students involved and active in their learning.
Getting students beyond the walls of the classroom is an amazing first step. I know it's tough in some teaching environments to even get students in the school yard, and that's assuming there is a school yard to go to. At a minimum, get your students out of their desks and involved in the concepts. Those hands-on, inquiry activities encourage students to observe, explore, ask questions and absorb new information and skills through experience. All great things. But traveling? Traveling encompasses these important facets of learning plus a whole lot more. Traveling is an opportunity to completely change the lives of your students. I've seen it happen over and over and over again.
Traveling with students isn't easy, but the outcome is why I dedicated so much of my teaching career to providing these travel opportunities for my students. I know the impact it can make on someone's life. Student traveling isn't just hopping on a plane and sitting on a beach somewhere. The learning is in the entire experience from trip planning, to fundraising, to packing, to relationship building, goal-setting, and sharing and reflecting on the experience. Not many students get the chance to participate in something that encompasses all of these critical learning opportunities in one. There is value in traveling that cannot be gained through any other means. Traveling is a unique and special learning opportunity.
Top 6 Reasons to Start a Travel Program at your High School
1. Increase Cultural and Global Awareness:
Children, particularly teenagers, tend to be self-involved. They're not culpable. It's just the nature of their brains. Removing students from their "bubbles" and shaking up their lives a bit by pushing them beyond their comfort zones can have drastic and beautiful results. It is difficult for students to understand others and the world around them when they are not directly impacted. The teenage brain needs to connect concepts with real-life experience. When students view the world from a different angle, their worldview is altered. Literally. Traveling puts them in that environment.
2. Gain Content Knowledge:
Yes, content knowledge. I am a project-based teacher. One of the first projects I assign to students is planning a hypothetical trip around the world. I do this because of all of the skills and knowledge they gain in the experience. They learn how to budget and find deals. They learn how to read a map and plan routes. They learn about the environment, topography, culture, arts, religion, politics and more while exploring the places they hope to "visit".
When I travel with students, we travel with purpose. Because I am a biology teacher, my purpose is usually environmental in nature, but traveling naturally integrates subjects. Students that travel with me on school trips go through intense seminars and complete several projects pertinent to the designated "purpose" prior to the trip. They also work on projects while ON the trip - group and independent - relevant to the trip purpose. Upon return, each student reflects and shares their work with a public audience. The amount of content absorbed is astounding, and it's all because the concepts are right in front of them. They are involved. They are actively learning through experience.
3. Develop a Healthy Self-Concept:
I know it's cliche, but it's true, and anyone who travels knows it to be true. The phrase "I'm traveling to find myself" would generally trigger my upchuck reflex, but when it comes to children, "finding oneself" is often times a matter of life and death, quite literally, unfortunately. Teenagers deal with a lot. Getting through the teenage years in one piece requires a strong, healthy self-concept that can be acquired by traveling. By getting away from the daily pressures of life, students can ask themselves who they really are. This I've seen time and time again. A student travels on a school trip and comes back a changed person with a renewed spirit and ultimate confidence. They had the unique opportunity to learn about themselves, discover their skills, dreams, talents, and hopes through a fresh lens.
4. Develop Critical 21st Century Skills:
Content is important to a degree, but at the rate society is evolving, what's more important is having the skills to navigate those changes. Careers will look very different 20 years from now. Technology is changing everything. Traveling puts students in a position to work at those life skills. As part of the trip planning process, they exercise organization, locating credible resources, goal-setting, and managing their time. While on trips they encounter situations where they need to problem-solve, think critically, work as a team and get creative. If you've ever read my posts on "travel adventures and mishaps", you know these scenarios are inevitable. All mishaps (mostly minor) provide opportunities to build on these 21st century skills.
5. Build Lifelong Friendships:
The feeling of belonging is a basic need. It is something that many people spend a lifetime trying to attain with little luck. Feelings of loneliness are rampant in young people as well as adults. Everyone is a bit vulnerable when they are traveling. They are away from their homes, their friends, family and comfort zones. In group travel, everyone is in the same boat. My students cast aside their differences on trips and create bonds that last a lifetime because they are experiencing something new and profound together. Only they can understand what the other is feeling in that moment.
6. The Ability to Envision a Future for the First Time:
This is something that teachers that work with high-risk populations will see in their students as an outcome of travel. Having a student travel program at a school with underrepresented students is powerful because students living in poverty do not have easy access to travel experiences. It's not an option for most. Many of my students don't look further than the moment. They don't consider their future career. Many of them don't even expect to finish high school. When traveling they gain a new perspective on the future. For the first time they can look ahead and envision something. They may not know what, but for the first time they are open to the possibilities. They see opportunity for a good life.
Well, now what?
Now that you know WHY you should start a travel program at your middle or high school, what do you do with that? You want to start a travel program, but how? Stay tuned for a post from on what you need to know to start a high school travel program.
I have a lot of travel resources available in my TpT store, Experiential Learning Depot. They are all FREE. I think it's important to make student travel resources easily accessible to teachers, as it is challenging enough to implement a travel program in a secondary school. Browse my store to download free travel resources by clicking the link above.
I hope this has been useful. If you are a teacher that travels with students, I'd love you to share your stories and travel tips.
Thanks for reading. Happy Monday!
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To provide innovative educational resources for educators, parents, and students, that go beyond lecture and worksheets.
Sara Segar, experiential life-science educator and advisor, curriculum writer, and mother of two.