
Student-led learning is a teaching method that gives students more control over their learning and the classroom environment. In this model, the hallmark of a WonderED education, students are encouraged to use their own interests and creativity, while our educators act as facilitators and resources. Using this approach, students develop intrinsic motivation, self-discipline, and curiosity, while learning to deal with contradictions and conflicts. Our Educators have more time to help students individually and to provide formative feedback and targeted instruction.
This year, our incredibly talented students have taken on a new student-led learning opportunity – creating a new planet!
This student-favorite project has been led by Alyse Benjamin, WonderEd Director of Learning Development, and Daniel Jackson, Director of Curriculum and Instruction. It started with a game of rapid questions – including, “If you could design a perfect planet, what would be its key feature?" Students had 30 seconds to describe their feature (e.g., "A planet powered entirely by renewable energy" or "A world where everyone is free to pursue their passions"). Then, with much interest, students moved on to the ability to design a planet. This iterative process has continued, guided by where the students are taking it. This has been flowing based on where the students are taking it, and it's been amazing to watch!
Here’s how they did it:
Step 1: Brainstorming: Teams split into small groups to tackle different aspects of designing a planet. Questions are samples, but they were able to explore beyond as well.
Step 2: Interacting: It was quickly realized that while each group had a focus, much information was interactive between groups. These are the types of questions they
discussed, all while developing collaboration and creative problem-solving skills:
· Resource Dilemma: "Your planet has limited water resources. How will you distribute it fairly among all inhabitants?"
· Cultural Conflict: "Two communities on your planet have opposing views on how to celebrate traditions. How do you resolve the disagreement?"
· Environmental Crisis: "A natural disaster is threatening your planet's most biodiverse region. Do you save it or redirect resources elsewhere?"
· Technological Challenge: "An advanced AI offers to govern your planet but may take away human agency. Do you accept or reject the offer?"
· Global Decision: Your planet has discovered another inhabited world. Do you establish contact, and if so, how?"
Each player or group gave a 1-minute response, during which they explained their reasoning. Players can work together or offer individual solutions.
Step 3: Creative Concepting. Some students started telling the stories and Lore of the Planet through Creative Writing. Others started working on what the planet looked like.
Our students are still in the midst of this project, moving into the Research Phase and starting a deeper dive into the Science/Social Studies behind the different areas of Environment, Technology, Culture, Resources, and Exploration/Expansion. Specific curriculum to enhance the research is provided by the WonderED educators. The goal is to explore these areas and then to research the different "specialties" in independent projects.
"Student-led learning is so richly rewarding to witness. I love watching students who thought learning was "boring" light up and see it through a new lens that sends them down a rabbit hole of productive research," said Ms. Benjamin. "In May, we will wrap up the year with a showcase of the planet's aspects through both written and artistic display,” she noted.
We will share the outcomes of our planet showcase with our readers in our WonderED May newsletter!
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