One of the absolute best parts of my personal life skills class is the peer models. I’ve got truly exemplary peers leading groups in class. Now that we are trying to navigate remote learning, I appreciate then even more. They are the ones reaching out to their peers via FaceTime, text, Instagram, phone, and mail. They are an essential lifeline for a population that is likely to experience isolation.
I only see most of the students enrolled in PLS one hour per day (just that class) even when things are normal and we’re physically in the same building, and I can honestly and unashamedly say that my peer models know more about effectively working with their small-group classmates than I do–the small things that work best for each classmate.
Even though the world is chaotic, I’m looking ahead to the day when my class is back to meeting in person. If you are also using this time to look to the future, here is some food for thought.
One requirement for my peer partners (we call them cadets) is to design and teach a lesson one per semester. Cadets work in pairs to prepare for, teach, and reflect upon their lesson. I encourage cadets to teach us about something that is or special to them–to share a talent or a passion with the class with accommodations provided so that everyone can participate. We’ve had some really fun lessons over the years. Here are a few. Yoga, how to throw a football, drawing positive messages for staff in the parking lot with sidewalk chalk, creating simmer kits (like potpourri) as a gift for support staff, planting herbs in pots, and origami are just a few of the cadet-led lessons that come directly to mind. Lessons should last a minimum of 30 minutes and a maximum of 90 minutes.
We have been very successful with our cadet-led lessons. Part of that success is due to the caliber of kids we attract as peer models; they are naturally a thoughtful and conscientious group of people. However, another part of that success is our training of cadets to design and lead quality lessons. Each year, I feel we improve our peer-model lesson training. Here are some of the things we’re doing (okay…trying to do) to ensure high-quality peer-led lessons:
- I model a peer-model lesson myself early in the school year. I complete the entire assignment as though I am a cadet, and I explicitly talk through each step of what I’m doing. For example, I like to open with a series of questions about the topic as my anticipatory set. I ask the questions, and I also make sure I tell the class that I am intentionally asking questions to see what the class already knows about the topic and to get their minds focused on the topic.
- I have created a lesson-planning template that cadets submit one week prior to teaching their lesson; the hyperlink includes an embedded link to a Google docs version you can copy and modify to meet your needs. Early in the year, I teach cadets how to fill it out during a training session. I provide an exemplar so they can see how it should be filled out. The one-week-prior deadline gives me time to conference with cadets about any concerns or revisions and to purchase any requested supplies. I’d be a liar if I said every cadet turned in their lesson a week prior, but it’s what I’m shooting for.
I’m a control freak, and it is sometimes a challenge to stay hands-off during the lessons. Honestly, though. The kids know what other kids want and need better than I do. I have a great, recent example. Two of my current cadets, Sam and Avery, designed a Bling My Toothbrush lesson (they gave me permission to share their work so you can see what a student-written template looks like). The aim of the lesson was to review the importance of brushing your teeth for social reasons (bad breath makes people avoid you) and to use stickers, jewels, and patterned duct tape to “bling” toothbrushes, thus making them more desirable to use.
I thought it was stupid. I thought it was going to be lame. But I decided to stay out of it and let the kids proceed. And I am so glad I did!
It was a great lesson. Everyone got a reminder about bad breath, and they absolutely loved decorating their toothbrushes. Parents e-mailed me, saying their students wanted to use the decorated toothbrushes to brush their teeth. Sam and Avery understood what their classmates needed in a way I didn’t. A+ lesson that I would never have done myself. That’s why you need peer models if you can get them.
On a side note, students who have disabilities are now also starting to lead the class in lessons. Watching peer models lead over the course of the year has empowered them to do the same. I’m really excited about this. Honestly, it hadn’t occurred to me that this would be a byproduct of peer model-led lessons, and I’m loving that things are moving in this direction. Once again, the kids are better at running the class than I am.
Check out the links throughout this post to access templates and examples you can customize and use with your own students to empower them to take charge of learning.
***Want to see photos of my amazing PLS group in action? Go on Instagram and search up smsouthpls. You’ll be able to see all their adorable, little faces.
Tags: secondary special education, peer models, student directed learning, SECD lesson
