|Mapping our heartbreak with Angela Maiers|
As we started to talk about what it meant to get out of our learners way, Christy's phone rang. For nearly an hour, we had an opportunity to chat with Angela Maiers. Angela shared with our group what it means to bring passion into the classroom. Many of us mistakenly think of passion as being a frivolous idea, lacking the rigor necessary for the real work of the classroom. But, as Angela pointed out during our conversation, "You don't have a shot at the brain unless you engage the heart." Maiers and Sandvold write in The Passion-Driven Driven Classroom:
"Passion comes from the Latin word 'patior,' meaning to suffer or to endure. In its origin, passion is used to describe someone who willingly opens up to suffering and finds fulfillment therein. ...In order to tap into passion as a resource to motivate, engage and empower our learners, we must understand these underlying values of passion." (16-17)We teach in districts and systems that are ruled by standards and data-driven outcomes. But this is not at odds with passion. In fact, the empowerment and creativity that passion-driven learning inspires is the very type of inquiry-driven, higher-order thinking called for by our Common Core State Standards (CCSS). Passion-driven learning opens opportunities for students to wonder, to question, to reflect, to demonstrate their grit and resilience. "Passion isn't a nicety," Angela told us. "It's a necessity."
As a high school English teacher, it is this concept that has me rethinking how I foster learning opportunities in my classroom. Rather than taking center stage, my role as the teacher is to curate and create moments where students take ownership of their own learning, reflect on and revise their thinking, and demonstrate the skills they are attempting to master. I am a facilitator of learning. And I am not the only leader in the room.
20% time research projects in which my students were given time and space to research whatever topic they were interested in learning more about. I encouraged them to research something they ordinarily do not have opportunities to learn about in school. As a high school English teacher, I realized that my goals were to help students think reflectively, research responsibly, and grow their writing skills by adapting their tone for a specific audience of readers. It didn't matter what they researched. What mattered was the how. Each Friday, students had a full block, 90 minutes, to read, conduct interviews, practice what they were learning. My students learned to quilt, decorate cakes, code apps, write lesson plans for middle school students, set-up experiments, shoot footage for documentary, revise a screen play, connect with resources helping our local homeless community, and so much more. We struggled together. Many of my students experienced success throughout the process, but just as many failed. And the students that butted up against their frustration, were challenged by the process of their learning, ended up learning incredibly valuable lessons about how to deal with complications and failures. In the end, students blogged weekly, interviewed experts, and filmed reflection videos on their learning. They created, collaborated, and connected. They wrote more and more often than previous classes. They conducted primary research. They integrated mentor texts with what they learned while interviewing an expert. And by opening up choice, my students were empowered to develop their voice, share with audiences outside our classroom, and demonstrate their learning in creative ways. This is the power of bringing passion into the classroom.