One of the things that I really want to get my students to be able to do, especially when I start working with them on Community Projects, is to get them to be able to write their own units on topics that they care about. One of the people that I credit with this is someone who I follow on Twitter: Prisonculture. They’re super involved in projects related to education, prison reform, shifting views on crime and violence, and many more. I’ve seen a lot of unit plans or educational plans come from their related projects, but I recently saw one that was made for Survived and Punished, a group that aims to help stop the criminalisation of survivors of domestic and sexual violence.
Now, I’m not planning to bring that exact unit plan into my classroom (because the target audience for it isn’t meant to be for students of my age range), but it made me think: What if they took topics that they really cared about and were pushed to create a lesson about them? What if they became the teacher, even for one lesson? For students who will be doing Community Projects (Grade 8 next year, possibly Grade 9 this year to prepare them for next year’s Personal Projects), I feel like this would be a really good component to their work because it will force them to present it in an engaging way (and also, maybe hopefully, teach them what it’s like to be on my side of the equation).
Also, more than with a presentation, they might find that it is much more enjoyable and interactive, finding ways for them to exhibit what they know while trying to be inclusive of learners who may be unfamiliar with it. For my students who are very proficient in English but also get annoyed by language learners in their classes, it might be a helpful way to teach them patience and empathy while also helping them to understand the work that their English-learning peers are working to both understand language and content; hopefully, it’d work as a bridge to make them more become more understanding and less frustrated, especially if they worked with multiple teachers in order to learn strategies for students who have different needs (language, learning difficulties and disabilities, etc).
Plus, it might open more avenues to explicitly including the IB learner profile attributes that we’re supposed to be mentioning as we teach our curriculum: caring, open-minded, and risk-taking.