Giving Compass' Take:

· Writing for EdSurge, Elisabeth Stock explains that the best way to get students to really enjoy and remember what they learn is to let them teach it themselves. 

· Is this an effective approach to teaching? How does this approach encourage engagement and conversation in classroom discussions? 

· Check out this article to learn more about student-led learning and what students need to succeed.   

Picture this: It’s Monday and Ms. D’Angelo, a seventh-grade science teacher in the South Bronx, gives her students a homework assignment about food chains that is due in one week. The assignment asks students to teach a family member about this concept by completing a model food chain together.

The following Monday, Ms. D’Angelo is surprised to see that that some of her students seem to understand the material at a deep level—they even use new vocabulary terms with great fluidity. These same students appear be much more confident than usual when engaging in the class discussion. Ms. D’Angelo scans her grade book and notices that these students are the same the ones who completed the homework assignment.

Their teacher is in shock. “I couldn’t believe it,” she tells me. “I’ve never seen homework make such a difference.” She then points to Sofia, one of her students who shined particularly bright during the class discussion. Sofia wasn’t a poor student, but Ms. D’Angelo had never heard her speak like such a scientist before.

Was it coincidence, or something more? Perhaps it’s the work of “learning by teaching,” also known as the Protégé Effect. On its face, the concept is simple and intuitive: When you explain something to someone else, you understand it better. But could it really explain what Ms. D’Angelo witnessed in her classroom?

Read the full article about student-led learning by Elisabeth Stock at EdSurge.