Yong Zhao wrote an incredible, research based piece arguing the way that schools should be. It is a lengthy piece but you should read it in its entirety right now! No really, go do it.
Now that you have finished I want to respond to his recommendations at the end with some questions. I want to make it clear that my questions do not come from a perspective of disagreement, but rather that I find his writing to be a strong theoretical argument that I agree with. My questions come as a practicing teacher wondering how to implement his recommendations and from the challenges that I see in my classroom. Although I am a skeptical person, these questions are in the spirit of how to make this shift happen on the ground level.
My main question is how do we structure this kind of learning environment? I am going to explore this from two perspectives. First from an elementary point of view and next from middle and high school.
If we start students out in a school that is entirely student driven than I think it could work naturally. Students would never be “poisoned” by motivation killing things like forced AR reading logs, boring worksheets, and other adult proscribed manipulation. I do believe that humans are naturally curious and enjoy learning things that they choose to learn.
I truly can see this approach working and I believe that it has been done in systems such as Montessori and Reggio Emilia schools.
Developmentally students change in middle and high school and I have harder questions about Yao’s approach there. First of all, if students were in this kind of environment their whole lives and never experienced “traditional,” controlled schooling then maybe it would keep working for all students. I have never seen this in action, so I don’t know. Part of being a teenager is finding one’s identity and I wonder if “fighting” against schooling would happen for some children no matter what the environment?
In my PBL school we have lots of voice and choice (but not the level of freedom that Zhao recommends of no classes or curriculum. We still teach to the standards). I see some students thrive when given the chance to explore their passions in class. I see other students whose default choice is to hang out and not do much when given the opportunity. They would rather play games, watch videos, or text/talk to their friends.
How do we handle this in Zhao’s recommendations? Do we allow students to “detox” from being forced to learn for a period of time? (this question deserves its own post). Is this a result of years of boredom in schooling that had no purpose to them personally? How do we shift students from a traditional, adult controlled model to a student centered one? How do we deal with students with little motivation? How do we deal with students who have personal and family issues that are much more important and often overwhelming to them than anything at school?
I would love to see a follow up to this theory piece dealing with how we should structure, if at all, student centered learning and how to successfully shift classrooms to it.
Mike, you raise some astute questions. I think a large part of the answer is in Yong Zhao’s statement “Start allowing children the opportunity to engage in creating authentic products and learn what they are interested in, just in time, not just in case.” As a fellow PBL practitioner (and coach) I staunchly believe instruction of any new concept should happen “just in time,” when students have a need to know. They are going to be most receptive when there is a purpose to the learning.
Charlene, I agree with your thoughts, but I see PBL as first step in student centered learning. I am trying to imagine a school with out set curriculum that is even more student centered, which is what Zhao advocates for. I am interesting in fleshing out the practicality of this kind of learning environment.