Implementing Quadrants A, B, C, and D
Currently, my classroom embodies quadrant a and quadrant c. My classroom is lacking in quadrants b and d. Many of my lessons and assignments are teacher driven. I give a lot of information to the students and create assignments for them to complete based on this knowledge. These assignments require students to recall the information they have learned. At times, I think that quadrant a is the best way to teach certain information, and I would leave some lessons as they are. When teaching grammar lessons, I find it best to deliver the information in a teacher driven fashion. Once students understand the information, then I can take their learning further and expand learning in other quadrants. One way I can connect teaching grammar into quadrant d would be to have my students become editors for a local newspaper, journal, or online blog.
In many quadrant a assignments I also try to incorporate quadrant c. I try to create questions and assignments where students are required to think more complexly. So, although many of my assignments fall into quadrant a, there are also assignments and qualities of the assignment which are based in quadrant c. One instance of this is when students are required to conduct their own research and create an essay from this research. In these lessons, students are forced to think in complex ways and then create something out of their thinking.
The hardest quadrants for me, as of right now, to base work in are quadrants b and d. I think that these are two very important quadrants and I would like to adapt my classroom so that students can work in these quadrants as well. I think that I will have to expand my thinking to allow students to work in these quadrants. I would like to begin implementing student blogs in my class. This would be learning focused in quadrant b. Students will be doing real-world work by publishing their ideas to a public space. I think this blog could also help to access quadrant d. I could allow students to create their own projects within certain parameters. Also, in quadrant d, I would like my students to work in collaborative groups more often. They could think, create, and collaborate: this would be ideal. I could have students do a collaborative project when we read Animal Farm. Students would create a slideshow or iMovie of similarities and or differences between today and Animal Farm. They would be required to connect to the world we live in today. This would show them the relevance of reading works such as Animal Farm.
I think that structuring lessons in these four quadrants is essential to teaching in a well rounded way. It helps students see the point; giving them relevance to learning. Although teaching in quadrants b and d seems a bit daunting at first, I think with some effort the transition will be seamless. I feel that my teaching will be exponentially better if I use all of these quadrants in my classroom.