미래 학교, 학생이 주도하는 교실

들어가며 ····················································································· 6

PART 01 학생 생성권
WHY : 왜 학생 생성권인가? ··········································· 17
지금 학교, 이대로 괜찮은가? ·················································· 17
왜 학생 생성권인가? ····························································· 18
WHAT : 학생 생성권이란 무엇인가? ···························· 22
학생 수준 교육과정의 실현을 기대하다 ····································· 22
학생 생성권이 보장되는 교육과정은 어떻게 실현되는가? ··············· 24
HOW : 학생 생성권을 어떻게 보장할 수 있는가? ······· 26
학생 수준 교육과정 마주하기 ·········································· 28
배움의 주인은 누구일까? ······················································· 28
배움의 길이 하나일 수 없다 ···················································· 30
그저 놀고 싶은 아이들 ·························································· 32
학생 수준 교육과정 계획하기 ·········································· 35
나는 어떤 사람인가? ····························································· 35
나는 어떤 역량을 갖추었고, 또 못 갖추었나? ······························ 38
나는 미래 사회에서 어떤 존재여야 하는가? ································ 40
누구와 함께 배울 것인가? ······················································ 42
무엇을, 어떻게, 왜 배우고 싶은가? ·········································· 48
협력적 소통 역량 키우기 ························································ 53
무엇을 성취할 것인가? - 학생이 개발하는 성취기준 ·························· 55
학생, 자기배움 과정을 문서로 체계화하기 ································· 58
교사, 학생의 것을 좀 더 다듬기 ··············································· 60
필요한 물품이나 자료를 확인하고 준비하기 ································ 62
학생 수준 교육과정 실행하기 ·········································· 64
단위 시간의 활동 목표를 명확히 하라 ······································· 64
매 단위 시간의 활동을 성찰하게 하라 ······································· 65
단순히 재미있는 활동만으로 생성하면 어쩌지? ··························· 67
계획은 계획일 뿐, 필요하다면 바꾸어야 한다 ······························ 68
시행착오는 더 깊이 있는 배움을 돕는다 ···································· 71
학생 수준 교육과정 공유하기 ·········································· 75
배움을 축제로 잇다 ······························································ 75
스스로 움직이는 아이들 ························································· 77
무엇을 어떻게 나누고 공유하는가? ·········································· 78
학생 수준 교육과정 성찰하기 ·········································· 85
메타인지와 전이 ·································································· 85
무엇을, 어떻게, 얼마나 잘 배웠는가? ········································ 86

PART 02 학생 주도권
WHY : 왜 학생 주도권인가? ··········································· 95
교수자와 학습자의 역할 변화 ·················································· 95
철저하게 설계한 교수·학습 계획이 주는 오해 ······························ 98
WHAT : 학생 주도권이란 무엇인가? ·························· 101
주체적으로 사고하고 행동하며 성찰할 수 있는 기회를 충분히 주어라 ··· 101
학생 주도권과 관련된 국외 동향 ············································ 104
HOW : 학생 주도권이 보장되는 교실 ·························· 106
STEP. 1 존중하기 ·························································· 109
지시하지 말고 안내하기 ······················································· 109
아이들의 욕구에 공감하기 ···················································· 112
엉뚱함을 사고의 확장 기회로 만들기 ······································ 115
허락 맡는 학급 문화 지우기 ·················································· 120
STEP. 2 연습하기 ·························································· 123
자기 삶을 거울 보게 하기 ····················································· 123
서슴없이 질문하게 하기 ······················································· 126
컴퓨팅 사고력 키우기 ························································· 134
STEP. 3 도전하기 ·························································· 140
덜 가르치고 더 배우게 하기 ·················································· 140
교사의 말수 줄이기 ···························································· 145
바람을 현실로 만들어주기 ···················································· 151
STEP. 4 확장하기 ·························································· 161
학생이 수업 설계에서 중심이 되기 ········································· 161
사회 문제 해결의 주체 되기 ·················································· 169

마치며 ···················································································· 178

학생 생성권은 학생의 삶을 학교 교육과정 속으로 끌어와 실제 깊이 있는 배움과 성장을 유도한다. 즉 학생 생성권이 학교 교육으로 보장된다는 것은 학생이 자기배움의 오롯한 주체가 되어, 나아가 개인과 사회의 웰빙(Well-being)을 실현시킬 미래 교육으로의 가치가 더 커진다는 것으로 해석할 수 있다.

학생 수준 교육과정 운영을 위해 협력적 배움 모둠을 구성하는 방법은 교사마다 다양할 수 있다. 학생 수준 교육과정은 교사 수준 교육과정의 하위 층위로서 교사의 교육철학과 의도에 따라 달리 운영될 수 있기 때문이다. 학생 수준 교육과정을 선도적으로 연구하고 실천해본 실천가로서 우리의 사례가 학생 수준 교육과정을 운영하는 하나의 방법이지 정답이라고 생각해서는 안 될 것이다.

‘나는 무엇을 어떻게 배울 것인가’에 대한 자기 질문을 시작으로 배움 주제를 찾고 구체적인 활동을 계획한 후 그 실행 과정에서 겪는 다양한 경험, 즉 학생의 실제 성장을 이끄는 원동력이라고 할 수 있는 이 경험을 다른 사람과 나누고 공유하는 것은 매우 중요하다. 얼마나 잘 배웠는지에 대한 진지한 성찰을 유도하기 때문이다.
배움을 나누고 공유한다는 것은 학생 저마다 익힌 내용이나 결과 등을 다른 사람에게 다시 가르친다는 뜻으로 이해할 수 있다. 학생들은 주로 배우고 익히는 활동에 몰입해왔기 때문에, 다른 사람을 가르쳐본 적은 거의 없다.
‘가르칠 수 있어야 제대로 아는 것이다’, ‘가르칠 때 더 많이 배우고 성장한다’라는 말의 뜻을 새겨야 한다. 자기 입장에서는 잘 알고 있고 또, 잘했다고 생각했던 과정이나 결과이지만 이것을 다른 사람에게 가르치는 과정에서는 ‘아차’ 하는 순간을 마주하게 한다. 물론 높은 성취감을 만끽하는 경우도 있고 말이다.