Encouraging Critical Thinking
When students recognize that a teacher cares about uncovering what they think rather than trying to shape what they are thinking, it creates a naturally inclusive environment grounded in mutual respect. When a teacher “become[s] a co-learner in the spirit of inquiry,” the classroom reflexively transforms into a more inclusive space and traditional classroom hierarchies eventually dissolve (Restoule & Chaw-win-is, 2017, p.12).
Experiential learning through hands-on and project-based activities
Experiential learning through hands-on and project-based activities engages all learners in a more student-centered approach while also integrating Indigenous pedagogy, a central component of the revised curriculum in British Columbia. Experiential learning through hands-on and project-based activities enhances student engagement as they learn by actively doing rather than by passively listening. Through experiential learning activities, students can develop stronger connections to the curriculum and to one another in the classroom community. Since experiential learning is “built upon a foundation of interdisciplinary and constructivist learning,” it necessitates collaborative meaning-making (Schwartz, 2013, p.1). The result is a learning opportunity that is more impactful as it encourages independence, promotes teamwork and collaboration, and ultimately emphasizes the importance of the journey, not just the destination.
A motivating Ted X talk by Adrienne Alexander offers further rationale behind incorporating Experiential Learning in the classroom as well as some examples.
Incorporating student self-reflection and self-evaluation in the assessment process
Diversifying the assessment process to include opportunities for students to self-reflect and self-asses would naturally give students a greater sense of investment in their learning. Symonds and Galton assert that “for positive development to occur, adolescents need safe and supportive environments in which to practice their independence from adults” and “to evaluate their strengths and weaknesses and imagine who they could become” (2014, p. 3). Additionally, when creating experiential learning activities, teachers should “build in students the ability to see relationships in complex systems,” making the reflection process integral to enabling students to “gain insight into themselves and their interactions with the world” (Schwartz, 2013, p. 2).
Here is an example of a reflection graphic organizer I have used in a previous Grade 8 class that helps guide students in the reflection process.
Encouraging collaborative learning opportunities
Symonds and Galton’s study finds that “the interaction between school environment and children’s desire for safety is a common motivator of anxiety” (2014, p.14). Therefore, if students can develop a greater sense of connectedness to their new school community post-transition, they will also feel safer at school—safer to share their thoughts, safer to take risks with their learning. Collaborative learning opportunities are an apt avenue for helping students feel an increased comfort with their peers and a great sense of belonging in their new schools.
Teaching Self-Organization Skills
There is a reason why much of the self-help aisle in a bookstore or library is dedicated to personal organization, decluttering, or maximizing the efficiency of a space. Self-organization skills are highly sought for and difficult to achieve, especially for a student emerging from elementary school and a time in their lives where they had one cubby, one desk, one binder, a spot for their gym shoes, etc. By establishing clear classroom routines, grade 8 teachers can help "reduce the cognitive load required to perform tasks" and help students improve their executive functioning (Da Silva, 2023 ). Da Silva's "A Teachers Guide: The Power of Routines in the Classroom" examines how establishing predictable routines to a student's time in the classroom can empower them in so many ways, from improving their self-organization to exercising their working memory. DaSilva advocates that teachers monitor the routines we set into motion to assess if any adaptations are required once the routine is practiced for awhile.
Judy Willis' article from Edutopia entitled "Building Older Students' Organizational Skills" outlines how teacher modelling of organizational strategies, use of graphic organizers, and encouragement of metacognitive learning (i.e. through self reflection) are effective ways to nurture organizational skills in teens. The more organized the student is, the less time and energy they devote to the mundane and simple--and the more they have to give to developing their critical thinking and communication skills.