EdCamp in the Classroom

Have you thought about bringing EdCamp to your learners? Learn about one DBE FSL teacher who has and why it worked.

What is EdCamp in the classroom?

After participating in an EdCamp**, some teachers have played with the idea of bringing participant-driven learning practices to their own classrooms.

**Click here for more information about EdCamps: http://trpd.ca/EdCampPDM

An EdCamp in the classroom. Teacher sets the theme related to competency development. Learners set the topics for the day, create an environment of productive discussion, and are responsible for their learning.

Briefly, this is a method of organizing the learning in one’s classroom around the needs of the learners:

The students decide what they will learn about – usually around a specific theme set by the teacher.

They brainstorm topics related to a theme, then organize them into learning blocks (blocks of time), and then choose which topics they want to focus on.

Why bring EdCamp to the classroom?

We talk a lot about motivation and commitment to learning in Adult Education. By bringing learners into the decision-making process about their learning, their levels of motivation and commitment to learning raise significantly. When the learning is tied directly to learners’ needs related to the course of study, they are more likely to stay on task and be committed to the learning activities.

For more on motivation in Adult Education, check out Raymond J. Wodlowski’s book Enhancing Adult Motivation to Learn. Here is a review of the 2008 edition.

This kind of student-centered learning is at the core of Quebec’s CCBE and DBE programs, where the focus is on competency development in our learners.

Does this mean the teacher gives up total control?

Absolutely not! EdCamps in the classroom can be closely tied to competency development.

Picture of Michael Youssef with text - Teacher Story: Edcamp. Michael Youssef, FSL teacher, ACCESS, Riverside School Board.Michael wanted to review essential knowledge with his learners in such a way that each of them could focus on what they needed without having to work through a review package on every element. He wanted his students to be able to support each other in their learning. So he decided to try an EdCamp approach to learning as the structure for a review lesson. In particular, competencies 1 and 3 of the DBE program, interagir en français and produire des textes en français, were developed throughout the activity. Here is what he had to say about the experience.

Questions for reflection

As you read through Michael’s story, think about these questions:

  • How would you build on Michael’s experience with EdCamp in his classroom?
  • How would you bring EdCamp to your classroom?

(English translation of Michael’s story here: http://trpd.ca/MYEngTr)

Michael: “La veille de l’activité, j’ai préparé une évaluation formative. Celle-ci touchait plusieurs notions du programme. J’avoue qu’elle était assez difficile mais je l’ai fait exprès pour rafraîchir la mémoire de mes élèves afin de les amener à se questionner à propos des notions qu’ils n’ont pas totalement assimilées.

Je les ai invités à penser aux défis qu’ils envisagent en apprenant le français.
Le lendemain, j’ai expliqué le concept de l’EdCamp. J’ai visionné un exemple de post-it.

Ensuite, j’ai demandé aux élèves de noter sur des post-it les différentes notions qu’ils aimeraient mieux pratiquer. Par la suite, ils les ont collés sur le tableau.


J ‘ai aidé les élèves à les regrouper sous différents thèmes.

J’ai marqué les thèmes sur des papiers et je les ai placés aux quatre coins de la salle de classe.

J’ai invité les élèves à rejoindre les différents groupes selon leurs besoins.


Je leur ai demandé de partager leurs stratégies et techniques qu’ils adoptent pour surmonter les différents obstacles envisagés.

J’ai demandé de nommer deux personnes par groupe; l’une organise l’échange et l’autre prend des notes sur un papier. Ils les ont ensuite copiées sur l’ iPad assigné à chacune des équipes.

Les élèves pouvaient se déplacer pour participer aux autres conversations.

Finalement, on a fait un retour réflexif sur l’activité afin que chacun partage son expérience.

Cette activité:
– m’a permis de dépister les faiblesses et les inquiétudes de mes élèves afin de mieux planifier les activités de révision.
– a permis aux élèves de partager leurs techniques et leurs stratégies.
– a permis d’interagir en français.
– a permis de renforcer l’esprit d’équipe.

L’activité a duré 1 heure 45 minutes.

À améliorer:
– Certains élèves n’ont pas eu le temps de visiter tous les groupes.
– Prendre des notes sur l’iPad n’a pas été pratique.
——-

Contact us if you would like to talk more about this or any other idea!

Learning resources created by Michael Youssef (Teacher, RSB) and Tracy Rosen (RECIT consultant, CSSMI), 2016.