New Thing Number One
Mosses reproduce by fragmentation (I know, some of you are gasping "you must be joking" and others are saying "well, duh!", while still others are saying "that's interesting... why?")
New Thing Number Two
Some mosses have found ways to survive in the desert. (Ditto parentheses above).
Photo by ecstaticist Attribution-NonCommercial-ShareAlike License
I have been teaching grade 11 students about mosses for about 10 years now and I didn't know about this fragmentation stuff. I mean I knew about fragmentation, but not that mosses did it. I found out today because one of my students highlighted fragmentation as a key way that mosses reproduce. He was also the one who mentioned that mosses can live in the desert.
So here's the disturbing thing: these revelations about mosses lead me to realize that for too many years I have mercilessly controlled the information that my students receive. My students would only learn about a narrowly defined (by me) version of mosses, or arthropods, or the excretory system etc. The official curriculum document says the students have to learn X,Y, and Z so I made sure I served X, Y, and Z up in easy to digest morsels. I injected humour and stories, I used a variety of instructional strategies and provided activities that uncovered prior knowledge, but for the most part I controlled the information.
Despite my strangle hold on the information, the assignments that I've always enjoyed assessing the most are the ones where students have to research a topic. That's where I get to be the learner and they get to truly explore. (One very useful piece of information that I learned from a student research project is that we get the urge to urinate when our bladder is only a third full. I find that comforting when I am on a long car trip or hiking in the woods--it's only a third full, it's only a third full...)
For the past few years though, I have been teaching at a distributed learning school where, so far, I don't own the courses. By that I mean that the courses students take are not designed by me. I am their guide, tutor, cheerleader, and assessor, but I am not their course designer (not yet anyway). Often times there is a poor fit with the text and the course a student is taking, so the student has to look to other sources to answer their questions. That's how my student found out about fragmentation and about desert mosses. It was not from his textbook, it did not come from me. He found it 'out there'. And I'm so glad he did. It reminded me that it was never my job to own the information. And now, more than ever before, it is not necessary for me to own the information.
I know, bit of a slow learner ;-)
Do you ever feel that you have to own the information? For me I think this came about because I needed to be sure that they learned what they were supposed to. And, how else would we make it through the curriculum? If you have relinquished control over the information, or perhaps never felt like you needed to have control in the first place, how would you counter these concerns?
As always, thanks for taking the time to read this!