Personal Reflection
After my eight-month inquiry into student engagement in alternative historical narratives, the most important lesson I learned was to listen to students. Students have interests in academic and non-academic areas, and when those interests are activated in class students are behaviorally, emotionally, and cognitively engaged in the social studies lesson. For instance, through surveys and interviews students indicated that they were most interested in learning about the religions and cultures of civilizations and societies. As a result, student engagement was high throughout lessons on these areas (such as the Major World Religions unit), and students also reported enjoying the classes and assignments related to those areas. Similarly, in the Africa student interest survey, students revealed their interest in learning about modern Africa, particularly the Lost Boys of Sudan. Having taken their preferences into account, students responded positively to the unit, asking inquisitive questions, discussing challenging texts at a high level, and even endeavoring upon unassigned activities related to the subject. Students quite literally expressed their desire to have their interests met in the classroom during our lessons related to the alternative historical narratives of children and education. During our two lessons on the Byzantine education system and humanist education, students unequivocally articulated their wish to pursue their interests in the classroom and learn in ways they feel are applicable to their lives.
Moving forward in my future practice, I will continue to integrate student identities and interests into my social studies classroom. I will seek out more student input and feedback through formal and informal means to increase student engagement in lessons, and more importantly to ensure students are finding value in their social studies learning.
Moving forward in my future practice, I will continue to integrate student identities and interests into my social studies classroom. I will seek out more student input and feedback through formal and informal means to increase student engagement in lessons, and more importantly to ensure students are finding value in their social studies learning.