Extending the classroom: real-world learning through internships

Why stop at the classroom?

As I enter the room, Ira immediately surrounds me. She starts to share how her employer isn’t able to keep their baking business together. She rattles off ideas on how things could be done better. Heeya overhears this. She then starts sharing how her media startup can help the business and shares three concrete things. These sound like the start of a social media calendar.

As usual, Shaurya interrupts this rather interesting exchange of ideas to brag about how he has designed a workflow to help doctors diagnose diseases from symptoms. The pediatrician he works with has now switched to his workflow every time a patient complains of fever. That’s the first question that begins his algorithm.

Jash has one look at the sheet of paper. He then starts designing a prototype for it in Figma. Before the day ends, he shows us the first draft of his prototype and a pitch deck. He later shares with his employer on how to crack the medical market.

Big picture learning

You might be surprised to learn that I am not describing seasoned professionals or adult entrepreneurs. Rather, these vibrant, real world problem solvers are learners from my grade 8 class in Next School.

As their advisor (homeroom teacher), I get to support learners on their journeys. In these, they explore real world professions through internships.

Next School is part of the international Big Picture Learning Network. It is an educational movement with over 200 schools across the world. It is backed by rigorous academic research. Having built on learnings over a 25-year period, these schools run on the principle of ‘one student at a time’.

One day in the week is compulsorily spent away from school. On this day, students explore internships that align with their interests and backgrounds.

Implementation

The process of discovering interests and passions starts early. Right from Nursery, 1-2 hours is dedicated in the school schedule for exploring interests. In the early years, this takes the form of various workstations. These are set up across learning spaces, akin to the Montessori method.

The workstations range from photography to programming and the arts to stock markets. These try to foster independent learning. At these, learners in their primary classes engage in areas that genuinely interest them. The stations allow learners to explore at a pace that suits them.

This model depends heavily on the role of the advisor and the advisory. The advisory is a group of 15 students and one adult advisor. They stay together for four years. This allows for the creation of strong bonds.

We have one-on-one discussions scheduled weekly with each learner. This continuous, long-term relationship is at the model’s heart. It helps build deep connections with the students. In the eight years I have worked here, I have seen through two batches. I can claim to know my learners inside out–their strengths, limitations, aspirations, what pulls them down, and what makes them fly!

Our students were asked, “What did high school teach you best?” The following rank as their top two responses. These are, first, “Understanding my own strengths and weaknesses.” And, second, “Identifying my own interests and passions.”

Knowing them is just the first step. We also conduct workshops on writing resumes, identifying internship opportunities, writing compelling cover notes or messages, presenting their authentic selves in interviews, and more. By the middle/ secondary years, learners have built an extensive profile. They also have a portfolio of tangible work to showcase at their internship sites.

For internship opportunities, we rely heavily on the rich network of our learner’s parents and their friends and families. Initially advisors may be involved in evaluating how well the internship site aligns with the learner’s interests, and in discussing work and workplace expectations. However, in a few weeks to a few months, the learners start managing this independently.

I have had a grade 7 learner, who accompanied her mom to a nail spa. She spoke to them about interning. She impressed them enough to get started the next day. It was only after she started interning that she informed me about it.

Benefits

A young learner at a work site always catches everyone’s attention. This builds interest in our school’s model. It also leads to parents walking in for admissions. Often, they have had interactions with one of our learners at an internship site. I have seen this model transforming not just individuals, but the entire school’s learning environment. Learners bring back real-world knowledge and skills. This sparks richer classroom discussions. It also influences and expands their peers’ ideas of new areas to explore.

For example, one learner interned at an automobile workshop. He returned with stories of all the tinkering he was able to do and the exciting cars he worked on. Suddenly, many more learners developed an interest in joining him.

Additionally, our learners develop crucial professional skills at these sites. Communication, teamwork, problem solving, and time management are just some of the skills they must pick up to succeed. Every school has its share of easy-going learners, whom teachers struggle with. The professional environment at internship sites demands excellence. With our support, learners are able to navigate these expectations. The internship experience completely turns them around.

Most of all, the tangible outcomes of these experiences–resumes, portfolios, testimonials, professional networks–are invaluable. The college applications of our learners are impressive. They are able to showcase real-world work experience and letters of recommendation from employers.

This makes them stand out among applications who only have volunteering experience or letters from their teachers and principal. Shrey is one such graduate from our school. He has an average academic record. But thanks to his internship experience and portfolio, he has secured admission to most universities he applied to.

Challenges

The benefits of this model are clear. However, we have had to address several logistical and safety challenges. The most common issue involves communication lapses. Learners need explicit training on how to proactively communicate with employers before things get out of hand. Unlike teachers, employers may not be as forgiving. Extensions into the real-world come with real consequences.

Like in any other work environment, at times, our learners are also asked to stay late or take on more work than they can handle. Here, advisors might have to intervene to ensure that learners can manage internship expectations alongside their academics.

We advisors are the interface between the school and the internship sites. As a result, we tend to know when things are not going smoothly. A quiet nudge or frank conversation helps learners reflect on what is not working out. We assist them in navigating the many expectations they have to handle.

“Learners from NEXT worked on creating visual and written content for our range of products, including bicycles and bicycle accessories. We found them to be sharp and responsive to tasks. They are consistent and diligent, showing great maturity for their age. Their creativity is impressive, and they reliably deliver tasks within timelines. We had a great time having them with us.” – Deb, SCOTT Sports India

However, not all learners recognize this opportunity for what it truly is. Sometimes, they treat it as just another checkbox in their school requirements. This remains one of our biggest challenges. Weekly checkins with advisors help address this issue to some extent. We remind learners how this experience will ultimately benefit their college admissions and career goals.

We also showcase success stories from others. By doing this, we hope to shift their perspective and enhance their engagement with the program. A recent example is Zainav, who interns at a clothing reseller. A common feedback from advisors was that he is ‘bored and sleepy’ in the classroom.

This is in stark contrast to his internship site. He has passion for the fast-paced retail reselling industry. This has transformed him into being an integral part of the store over the 1.5 years he has spent there.

He can now manage the store independently. He handles stocktaking and monthly audits on his own. He has also set his sights on running his own store/business.

Advisors, now say that he has shown consistent improvement in his academic performance. He also actively contributes to classroom discussions. His improved grades attest to these changes.

When asked, Zainav says that doing better academically will get him the grades he needs to pursue further studies and become a successful businessman. His internship Reflection environment, and his mentors there, helped him realize this.

Conclusion

In the words of John Dewey, “Education is not preparation for life, education is life itself.” Should we stop thinking of classrooms as a safe black box, where we test and prototype our ideas in education? Should we instead let learners learn from real life as well?

Note: Learners and their passion projects can be seen here.