Student led learning brief
After researching into how students can become more independent, take more ownership of their work and become more empowered in school, I have recently made more of a concerted effort to enable student-led activities in my classes.
The idea that I step back as the teacher and give the students responsibility for teaching others is no new concept. However, it can feel like you are giving up the control you usually hold over a class.
The activities differ from class to class, but I found that plenaries and mid-lesson demonstrations lend themselves well to being driven by students.
Of course, extra planning and some patience are needed, but once the process is more polished and students understand the routines, they are happy to lead the group and demonstrate the work. A few prompts and some questions that other students may not pick up on can be suggested by the teacher to increase the challenge or remove any barriers to learning.
Assigning an "expert" to teach the skill or technique and rewarding them can offered a good incentive for others, as they wanted to become the expert for next lesson. I also swapped roles during the lesson.
Incorporating student-led activities into lessons was also expanded into schemes of work; asking students what they would like to learn or what they are interested in provided a great starting point for my next projects.
Once this had started students began to take on different roles in my class, and they are responsible for those roles each week. These roles cover every activity in the classroom, from taking the register to checking uniform.
To me, this seemed like a natural next step in this shift to student-led learning and an exciting way to alter the power-dynamic in the classroom.
I am also aiming to expand on this idea and have the students teach me new skills or techniques, which could become a series of lessons that the students deliver.
Working to a live brief
Moving on from our observations we created mood boards based on a theme we would use to design our shoe. We then experimented with materials to evaluate the most successful media choice for our designs.
This lesson we looked at implied texture and created a frottage using rubbing plates. We did this with a metallic crayon to create a resist before adding ink. The ink was added thinking about balance and harmony between areas. We looked at artist Delaunay to support our colour choice and application.
Pupils should be taught to develop their creativity and ideas, and increase proficiency in their execution. They should develop a critical understanding of artists, architects and designers, expressing reasoned judgments that can inform their own work.