{"id":6976,"date":"2024-09-25T23:18:11","date_gmt":"2024-09-26T03:18:11","guid":{"rendered":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/?p=6976"},"modified":"2024-09-25T23:33:18","modified_gmt":"2024-09-26T03:33:18","slug":"the-space-between-teaching-in-the-margins","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2024\/09\/the-space-between-teaching-in-the-margins\/","title":{"rendered":"The Space Between : Teaching in the Margins"},"content":{"rendered":"\n

What’s a margin, and how do I get there?<\/strong><\/p>\n\n\n\n

A forest tree line. An intertidal zone. That little grassy space between a highway and a forest. All of these things are transitional spaces found in nature. A shift from one part of nature to another, the margin between them. In these spaces, a little bit of both spaces can be found. In an intertidal zone, for example, you can find creatures that live on land interacting with those that live in the water. You can also find organisms that thrive both in water and on land. Diversity and the unexpected thrive in these spaces.<\/p>\n\n\n\n

Similar spaces, called margins, can be found in classrooms. Margins are the spaces in a classroom where students are empowered to discuss, learn from one another, and ask questions. They are student-initiated, through questions or expressed interest, student-led, and guided by the teacher. They are unpredictable and spur-of-the moment, but they are often where our best learning happens because they connect the topic of instruction to the experiences and curiosities of the students. <\/p>\n\n\n\n

You may be tempted to think that if the best learning happens in margins then you should spend all of your time in the classroom there, but margins exist around the edges of something else, and in the classroom that something else is the center of instruction. A teacher’s planned lesson, activity, and topic are contained within the center. While the center may not be characterized by the same freedom, diversity, and creativity of the margins, it doesn’t have to be a boring space. In fact, to make use of the margins you must create a space in the center of instruction where students feel empowered to explore out into the margins. You must also be confident as a teacher that you allow them to explore and then bring them back to the center when it is time.<\/p>\n\n\n

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What’s the difference between a “teachable moment” and being in the margins?<\/strong><\/p>\n\n\n\n

A teachable moment is when you as a teacher take advantage of an unexpected moment to teach your student(s) an important lesson. Some people have varying ideas on what a teachable moment is exactly, but generally the consensus is that it is in these moments when learning is “easiest” for the students. The difference between a teachable moment and going into the margins is that teachable moments are teacher-centered, while margins are student-centered. Teachable moments are more guided by the teacher than margins are, and in many cases the result of a teachable moment is expected to be the teacher giving some insight to the learner. In the margins, the conversation should be led and continued by the students. The result should not be the teacher giving insight to the learner but instead knowledge that was constructed together, with input from teacher and student alike. <\/p>\n\n\n\n

How will I create a space where margins can thrive?<\/strong><\/p>\n\n\n\n

Allowing journeys into the margins in my classroom will involve first creating an atmosphere where my students aren’t afraid to ask questions, and I’m not afraid to say “I don’t know, let’s explore it together.” Entertaining questions, as long as they aren’t too far away from the center, will build an environment where questioning is the norm. I will model asking questions and using curiosity for my students, as well as how to research and brainstorm for possible answers. It is also important to emphasize to students that it is okay to make mistakes, and in fact in science there is no “right” answer. Additionally, use of inquiry-based activities often would help stimulate critical thinking in my students and garner an appreciation for the unknown, which could create more opportunities for travelling to the margins. Giving students the space to be themselves and experiment will naturally evolve into a space where the margins are used to enrich the center of instruction. <\/p>\n\n\n\n

Margins are places where questioning and curiosity thrive. In science, many of our best innovations and breakthroughs came from instances where people thought outside of the box, exploring past the known boundaries of knowledge. Not only are margins the places where meaningful learning can thrive, they are integral to science itself. In any classroom, there is no reason why insight must come from teachers alone. It is everyone’s first time living, so it is imperative that we work together to construct our collective knowledge. Bringing that experience into the classroom might be daunting and unpredictable, but it can create a beautiful, scientific, and human space.<\/p>\n\n\n\n

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The images used in this blogpost were generated with AI technology.<\/p>\n\n\n

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