Traditionally, in most classrooms, when a student completes an assignment, the audience is only one person - the teacher. If the finished product is something colourful and visually appealing, such as a poster, it may be displayed on the bulletin board. Occasionally, the assignment might include presenting to the class or even to another class across the hallway. Unfortunately, too often the illustration of learning by the student is only between the teacher and student.
Okay, these classes are different, as they are performing arts classes, right? “In my language arts, math or science class, this is not possible.” This might be the case if your mindset is fixed in that students are learning from a textbook or worksheets (Dweck, 2007). With some simple changes in your teaching, you can give your students an authentic audience to showcase their learning to, motivating them in the process. I recently had the opportunity to be a guest in a grade 3 science class. Rather than have their students do a report on an animal, where they researched and reported on a number of facts, they were given the assignment of presenting to the board of directors of the Calgary Zoo, who were looking for a new animal to put on display. Students needed to know many facts about their animal, design an appropriate enclosure and present this to
Okay, these classes are different, as they are performing arts classes, right? “In my language arts, math or science class, this is not possible.” This might be the case if your mindset is fixed in that students are learning from a textbook or worksheets (Dweck, 2007). With some simple changes in your teaching, you can give your students an authentic audience to showcase their learning to, motivating them in the process. I recently had the opportunity to be a guest in a grade 3 science class. Rather than have their students do a report on an animal, where they researched and reported on a number of facts, they were given the assignment of presenting to the board of directors of the Calgary Zoo, who were looking for a new animal to put on display. Students needed to know many facts about their animal, design an appropriate enclosure and present this to
the board of directors (which I was one of, along with our Superintendent and a former science teacher from the local high school). The students met many different learning outcomes in language arts, science and math. Through their presentations, it was obvious that they had done the necessary research, but where they were able to showcase that they had truly internalized their learning was when we began asking them questions. They gave passionate answers and truly wanted their animal to be the one that we chose for the new exhibit. They were able to take the ‘facts’ that would typically be as deep as they got and expand on these using critical thinking skills.
There are a few areas where this is not the norm in schools. Band and drama teachers usually put their students' learning on display for a large audience. Concerts and plays are an integral part of these classes. What these teachers are doing, although they may not realize it, is giving their students a genuine audience to showcase their learning to.
There are a plethora of other ways, using both high-tech and low-tech methods,of creating authentic audiences for students to showcase their learning. If students use a blog to share their writing with friends, families or strangers from around the country or world, and receive feedback, they are almost always motivated to write more or to use the feedback to improve their work. They might be writing (and sending) an actual letter to someone to learn about the proper format of friendly or business letters (you should see how excited they are when they receive a reply!). They could be presenting to their municipal council on something of concern to them, such as a local issue. All of these put student learning on display for a larger audience.
There are a plethora of other ways, using both high-tech and low-tech methods,of creating authentic audiences for students to showcase their learning. If students use a blog to share their writing with friends, families or strangers from around the country or world, and receive feedback, they are almost always motivated to write more or to use the feedback to improve their work. They might be writing (and sending) an actual letter to someone to learn about the proper format of friendly or business letters (you should see how excited they are when they receive a reply!). They could be presenting to their municipal council on something of concern to them, such as a local issue. All of these put student learning on display for a larger audience.
If your students were to display their learning for an authentic audience, how would you ensure that they have mastered it?
Dweck, C. S. (2007). Mindset: The new psychology of success. New York: Ballantine Books
Based on the presentation "A Blueprint to Increase Academic Achievement" by Scott Morrison at Leading for Learning, July 7, 2011 (Olds, Alberta)
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