Un Profesor

8-B-1 BOE

You would have to shift the role of being a guide for your students. They would have to adopt new roles as well, becoming more self-motivated and directed. As a teacher you would have to lay the groundwork and guidelines for activities/projects very clearly. Rubrics for expectations would have to be clearly defined. Once the students were working at their stations, you would be available for guidance and/or troubleshooting.

As I mentioned, students would have to learn to become self-directed to a much larger degree. Understanding the expectations and living and working up to them would be a task for teacher and student at the beginning. As students became more adept at searches and tech tasks, the growth of their loci of control would build confidence in themselves as agents of their own learning.

Formal and informal observations would be useful. Also teacher-student interviews about the subjects of study could play significant role. Students could also develop personal methods of demonstrating knowledge, based on their interests or on their dominant intelligence(s). The teacher could provide a buffet of choices for demonstration of knowledge.

I think that the community of learners would be strengthened by paperless spaces. Students would have lore time for individual enquiries and then could bring these together for the class at specified times. The variety of information gleaned for the whole class to consider would be multiplied by the number of students in class. And I think that, fairly quickly, students would become impatient-at the very least-with students who were not contributing and sharing equally. It would be a space where students and teacher are learning together, instead of the learning being done on a me-against-them grading attitude.