As the pressure of college admissions disappears, those senior who were primarily externally motivated may suddenly find themselves without purpose. It’s understandable! Students who have pursued a demanding schedule of college prep classes for for college admission may lose their will to work with passion. At the same time, educators may be discouraged to see seniors slide out of high school rather than finishing on a high note.
Happily, we also see counterexamples, students who have developed strong internal motivation and see senior spring as an opportunity for exploration and experimentation. By senior year, many students have figured out which topics excite them the most and are interested in designing independent study in these areas.
What obstacles do such students encounter? The typical high school schedule is not so friendly to independent study. In most schools, seniors still attend classes from 8:00 AM to 3:00 PM. It is difficult to immerse oneself in a meaningful project within 45 to 80 minute pockets of time. If travel time or the setup of complex equipment is required, then it is pretty near impossible.
Some schools run a senior project term, in which students design and pursue independent projects for the last few weeks of the school year. The school excuses these students from regular classes so that they may do this. However, the scope of these projects is limited to that short timeframe. The longer the senior project period, the more such students may accomplish.
One of our students has developed a creative way to create more flexible time within a typical school schedule. He deliberately chose three classes that have flexible time structures: an online class, an independent study, and a projects class. The online class is offered through Global Online Academy, a consortium of independent schools to which we belong. The independent study is on the Great Lakes region of east Africa. Advanced Topics in Math, while a regular course, is built around individual, student-designed projects. On some days, this student may have large blocks of flexible time in order to study topics in depth and work with adult mentors both inside and outside the school.
As we continue our strategic planning work, we are considering what type of school schedule could offer larger chunks of flexible time by design, in order to reduce obstacles to independent, project-based, or off-campus study. How much flexible time is best? What support would students need to make the best use of such time? Can we give classes the option of meeting more or less frequently without overly fragmenting the flexible time available to students? We plan to ask these and other questions about time, research what other schools are doing, and propose changes for the school schedule.
Photo credit: “Broken Clock” by cacophonyx on Flickr