With this approach, I have seen an increase in participation and interest in the classroom. There has been a definite decrease in anxiety, thanks to the constructive feedback instead of traditional assessment.

Classes are largely self-motivated and the teacher is a facilitator. This has led to a higher quality of engagement and work that shows learner capability more honestly than any other approach I have used.

Classroom culture

If you ask teachers at the school, some of the biggest disruptors in the classroom are bullying, fighting and miscommunication. Due to the nature of the average learner at The Bridge, behavioural problems make up the most prominent obstacles to covering academic content.

In my lessons, because of the culture of feedback, check-ins and learners choice, I have noticed a drastic decrease in negative or disruptive behaviour.

Initiative

I have noticed that learners share ideas with me, come to class with their own agenda, engage more with the content and are able to motivate themselves and each other to complete projects within their deadlines.

The goal is for this to spill over into other subjects to support them academically, through further subject integration.

Pedagogy

Learners are able to choose the structure, timeline and execution of their projects. Not only this, but they are able to link a driving question or theme to their projects meaningfully. This shows an increasing ability to become their own best educator - an ability to be pedagogically sound and manage projects independently. This is the best ‘real life skill’ I would like to be modelling for learners and helping them achieve.

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