1984: Kids Teaching Kids

During our reading and study of George Orwell’s 1984, Maura and I challenged our students with teaching one another the novel rather than us leading the class. We provided a calendar for them of the dates they could lead as well as a few simple requirements that they would be assessed by:

Syllabus: they needed to turn in a syllabus/ lesson plan of how they planned to lead the class with a clear outline, the assigned home work , as well as post their plans for the class to see.
Quiz: the teaching students were to create a quiz for their peers. The quiz could take any format. The teachers for that day graded the quizzes they had created.
Discussion: the teaching students determined the activity for the class period. We talked previously about making sure the teaching activities weren’t repetitive of another groups and was a meaningful activity.
Blog question: the teaching students were to post a blog question after class to either continue the conversation or extend the conversation on topics discussed in class. The teaching students assessed the blog responses.

Letting go of the control of what is going to happen on their teaching days in class is always an interesting feeling. Some days I walk away thinking, these kids are built to be teachers- they are so creative. We have had simulation activities where we are Winston or Julia and the leading group is Big Brother. There have been activities where we are split into discussion groups and asked to only answer the questions thinking of ourselves as Julia, Winston, Big Brother, or O’Brien. We have created posters, had small group discussions, and so much more. Then there are other days where I feel like this is simply a chance for them to play games in class (insert Daniel Pink-“When you are playful, you are activating the right side of your brain.”). I don’t mind the games, but what I seem to want is more from them on those days. A game is purposeful if it pushes their thinking, if it makes them question, collaborate and analyze, but too many of their games seem to be just that. (the kid in me is saying, “Why is it bad to have a little of both?”). I guess what I am getting at is not only the game playing but something Maura and I have been noticing about their teaching days.

Let me digress…All through our study of Daniel Pink’s A Whole New Mind, the kids talked incessantly about the need to change educations so that weren’t asked to simply memorize and regurgitate information. They wanted to be in charge of their learning so that they could make deep connections. So, what has really surprised both Maura and myself is that the quizzes that the kids are creating and the game/ activities that they kids are implementing are simply asking the kids to regurgitate information. This is what they told us time and again they disliked about education and learning, but then when they are given the chance to change education, to be in charge of their own learning as well as their peers, they fall back to multiple choice quizzes. I just don’t get it.

On a positive note, I have seen some incredible teaching. I have seen kids create discussions and be leaders in the class. The kids in turn have seen how difficult it is to create a valid assessment.

I am going to ask them to reflect on this post as well as the experience itself:
I want to know what they got out of this learning experience versus me teaching them.
I want to know about their assessments (quizzes) and see why they chose to go the route of regurgitation.
I want to know about the collaboration in the groups to put together their teaching day. Was it difficult to get together? Did you have enough planning time? How did you do your planning?
I want to know what suggestions they would have for doing this again.

As with everything, it is always a learning experience and I wouldn’t trade teaching these kids for anything. They are becoming professional learners and leaders. I am so proud of them.