Microlab - Action
Teaching and learning in the IB can be seen through three key components: Inquiry, Action, Reflection. These three components act together as a constructivist approach through which students learn and the many ways people work together to construct meaning and make sense of the world around them.
In a small group we were asked to look at action and how that might look in our classroom. This turned in to a very meaningful conversation between myself and my two colleagues. Each of us were from a different content area and it was interesting to see how we could each apply the concept of action in our classrooms.
We looked at what the IB’s view is on action, which is to teach and learn through practical, real-world experience, and generated ideas on how that looks across the curriculum. We did this by following a Microlabs protocol (see left) which has the participants answer questions followed by sharing their responses. Below are my responses for the protocol:
Action- I’ve learned this, now I’m driven to do this
I think that my students could work with Spanish speaking ELL students or help families of students in out school corporation with communication. i.e. Back to School Night, etc. This would be difficult for the lower levels of students, but possibly doable with level 3 or higher. I also think that volunteering at centers or festivals around the city would be a great opportunity for students as well to allow all involved to interact together and learn from one another. I think this type of “action” would be authentic and meaningful for those involved.
One “action” I attempted to invite my students to become involved with was translating signs made by the AP Environmental Science class for our courtyard. The AP class made signs for different plants located in the garden, etc. The goal was to allow our ELL students who speak Spanish to have a better connection with the school community by embracing their native language as a language of our school. This would even go across building levels and work with the Avon Outdoor Learning center than many of the elementary schools use.
Teachers can model service as a natural extension to the curriculum by being involved with it themselves and sharing their service with students. They can involve projects/opportunities they have completed into their classes and ask students to draw connections to fit what they are studying. From there teachers may also start involving students in the service opportunities once students start seeing the relevance and connections to the class or others.