1. Describe the interaction between Vicki Davis' pedagogy and her students' self-determination theory?
Ms. Davis' pedagogy were essentially interwoven with her students' self determination. She allows her students to sort of direct the pedagogy by mastering a technology task of their own volition. She also allows the teach her, which lends to their confidence in the subject and also to their self-determination. Her pedagogy involves her students at every level, and it seems that she just provides the framework by giving them assignments, but allowing them to decide what direction they want to go in.
2. Support your response with two examples of specific pedagogical practices you noted that may influence her students' feelings of autonomy, competency, and relatedness?
By allowing her students' the freedom to choose what they would like to present to the class and how they would like to present it, she is contributing to their autonomy. She is also contributing to their competency by allowing each group to be the "experts" in whatever they are presenting on, since they are the only ones that are presenting on that subject. She is also lending to their competency since she may not be an expert in the subject they are presenting on, which in turn lends to their autonomy and makes the students feel that they have the most control in the assignment since they are the experts in that field. They feel that they are in control of their destiny and the master of the subject, and they are thus empowered and motivated. It also makes them proud and gives them a sense of accomplishment in their work, lending to their motivation.
We recently read a Chapter in Ayer's book on the importance of having our student's voices heard in the classroom and how important it is that we allow them the freedom to express themselves in the classroom, and not teach at them but rather teach and really learn with them. The book explained how Freedom Schools that have been set up are really more appealling to students than the traditional classroom. The Freedom Schools allow students to sort of control what they'll be working on, and express themselves through their work. It gives them a voice in the world, which is exactly what Ms. Davis is doing in her classroom. She is giving her students a voice and an identity by allowing them the freedom to seek information on their own and become a master in their subjects. I think that's amazing and incredibly inspiring! I hope in some ways I can do the same in my physics class.
3. Offer one critique, question or evaluative comment to @coolcatteacher:
I think it's amazing what you're doing in your classroom and the sense of pride and accomplishment that you allow your students to feel through your pedagogy. I have one question - is there ever any time that you have to discipline your students to try and keep them on task? It seems like the freedom that you allow in your classroom would lend to their self-determination, and that you might not have to discipline them because they are intrinsically motivated, but I was just wondering if you ever have to discipline to keep on task given the freedom you allow in the classroom.
Also, what subject are you teaching in your class? Is it a technology class? I am going to be a physics teacher, do you have any suggestions on how I can add an element of "freedom" in my classroom like you have? Your classroom is so motivational, so I'd love to hear if you've tried to help other class content areas to transform their classroom as you have, and what advice you've provided them.
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