I often preach that the students in my class have the experiences, knowledge and understanding to teach me as much – if not more – than I am capable of teaching them. This year I tried a new way of walking the talk by taking the time to run an in-class EduCamp. We took the time as a class to understand the EduCamp, un-conference style of learning and each prepared a slide for the smackdown:
To listen to the students talk about their area of interest and their questions about the world was fascinating. It was authentically student centred and it revealed more about some individuals than any google form could.
The class responded to the topics and contributed postits to the board with things they wanted the opportunity to explore further. We made a timetable based on these areas of interest and voted with our feet – at one point all migrating into the one room for a tutorial on how planes fly.
The sessions contained fascinating conversation about road ranging topics including how schools can best support mental health issues, the nature of leadership, photography and drones, film and empathy, doing exchanges to other countries, and using the science of microwaves to transfer data from Wellington to Auckland. The opportunity saw several students have a chance to facilitate, jump on the whiteboard, share their knowledge and have their understanding and experience validated.
This to me speaks volumes about not only the value of student voice, but also the EduCamp structure as a means of creating space for it. That’s my highest possible endorsement on the eve of #EduCampWelly17.