Learning Through Teaching with Grades 9 & 10

“Good communication is much more than just speaking or writing—it involves listening, observing, and adapting to the student’s needs…”
– Joella F.

What happens when students become the teachers? Mrs. Krenzler’s Grade 9 and 10 Math students recently found out, stepping up to lead lessons and flip the script on traditional learning. Students engaged in innovative teaching activities to enhance their understanding of mathematical concepts while fostering communication and risk-taking skills. Rooted in the First Peoples Principles of Learning, the lesson designs promoted holistic, reflexive, and relational learning.

Grade 9:

Students in Grade 9 were challenged to teach each other a new math topic from their current unit. Each lesson plan had to incorporate at least two approaches to explaining the material. This required students to justify and articulate their ideas clearly and enthusiastically, using examples and explanations to ensure understanding. The experience proved to be both eye-opening and rewarding for students.

“It deepens your understanding because you’re constantly learning and keeping in touch with it. You’re also constantly asked questions that further your understanding.”- Dominik B.

“I understood how to present information. This caused me to realize that everyone interprets information differently, and I should present many ways to teach them. This allowed me to be much more open-minded, gaining a sense of satisfaction when my students understood.” - Joshua W.

 


Grade 10:

In Grade 10, students were challenged to make complex topics from their curriculum more accessible and easier to digest for their younger peers in Grade 5. During a “field trip” to the younger classes, they worked to create a supportive and engaging learning environment while adapting their communication style to suit their younger audience.

I noticed reflective learning happening when I thought about explaining the concepts better and adapting based on student feedback. Learning was also relational because I built connections with the students, and we learned from each other in a supportive environment.” - Maya B.

 “Teaching is not just about delivering information but also about learning from students’ perspectives. This give-and-take builds mutual respect and understanding, which motivates students to participate more and helps teachers refine their methods.”- Joella F.

 


Students developed a deeper understanding of mathematical concepts while honing their communication and interpersonal skills. The lessons reinforced the value of holistic and relational learning and the importance of adaptability, reflection, and collaboration in education. These skills will undoubtedly serve them well in and beyond the classroom.