Respect for students’ decision-making in how they explore concepts
These are both wonderful examples of what can happen when we allow students to drive their own learning. And as students continue to steer more and more of their learning, I wonder what the next steps will be in each of these classrooms in furthering that ownership?
I recently had the opportunity to volunteer again as an exhibition mentor at my old IB PYP school. And, as usual, the children were brilliant, brimming with ideas and enthusiasm for taking the lead on their unit of inquiry.
But over the last few years, I’ve started to notice a puzzling trend: no matter how much research and exploring the kids do, and no matter how many counter-articles I suggest, the basic opinion they start with is often the opinion they end with (plus some charts and figures to support it). Why?
How do we help kids make the shift from searching out facts that support their existing opinions (something the internet is all-too-willing to give us all), to instead searching out the truth, even when the truth is surprising?
Here are 3 thoughts I’ve had since the end of this year’s exhibition (that hopefully I can better employ in mentoring next year!!). I would love to hear your suggestions, as well!
1. Model research that responds to the unexpected.
My first thought was on how we model research to our students. Most teachers extensively model how to find answers to their questions. But I wonder how often we show them what it looks like when we encounter an article or chart that assert alternative possibilities? Do we think aloud as we digest this new information, or do we discard it in our search for the information that backs us up? If the latter, I think we’re missing an important opportunity to teach students to be open to new ideas.
This is a kind of mental scaffolding exercise to help students break down their thinking and how it is evolving. Reflecting not just what our opinions are, but on why we have them is crucial for healthy metacognition for us all!
3. Play the “Devil’s Advocate.”
I have had a tendency as my students’ mentor to help them find articles to help them find out more about their topic — which generally involves research on their existing opinions. But I have come to realize that what they need more from me as a mentor is just the opposite — to share resources that directly contradict their claims, encouraging deeper digging and questioning.
Videos like these from Futurism come to mind, especially since they start with phrases like “Despite what you might have heard…”
In the video below (recently shared by AJ Juliani in my PLN — thanks, AJ!), Todd Rose shares the following story (starting at 22:07).
In the 1960’s scientists were puzzled why the infant reflex to “walk” disappears after around 2 months, later returning when they are ready to walk at around a year old. Based on a method of averages, they determined it had to do with the fact that our brains mature and therefore suppress that reflex. This belief ended up in pediatrics books, which landed babies getting checked for developmental brain delays and remediation if their reflex didn’t go away by 2 months. Fortunately, Esther Thelen later proved this false; by looking at individuals rather than averages, and by varying the contexts with each of these babies, she discovered that at 2 months of age, infants’ thighs simply get chubbier, rendering their legs too heavy to lift that way.
“So here we have this really complicated story about brain maturation that we’re sending kids off to remediation off of, when it turns out it has nothing to do with that, just by taking context seriously.”
As an educator, the phrase, “taking context seriously” jumps out to me. We know we are in the business of working with people. We know learning is a messy process. We know that we need to see our students as individuals first.
Yet all these truths seem to take a back seat when it comes to testing, GPAs, and report cards.
Why? Because we consistently sweep away that context of the individual in favor of finding and measuring up against that ever-supreme average.
Fortunately, research like Todd Rose’s is finally shedding light on just how misleading the average is when we are looking at the individual (he makes the point that it can still be very valuable when looking at large groups, but that when it comes to individuals, average does not exist). Though the longstanding belief has been that we use the “average” because it matches the largest number of people, the truth is that we are so complex that the average actually ends up matching virtually no one.
So in education, it’s when we “take context seriously” that we find out where a learner really is on their journey.
We take into account all the nuances and complexities of the individual to not only analyze just how far they’ve come (ie, taking into account poverty, developmental delays, etc) but to identify their strengths that will help them work toward mastery.
As Rose says later in the talk,
“Empower students with self-knowledge to make choices on their own behalf.”
We have the tools in our 21st century world to help our students understand their own contexts and leverage that knowledge to take ownership over their own learning process. We need to resist the idea that certain skills and knowledge need to be attained by certain, average benchmarks in time because these averages, in fact, apply to so few people.
Our individual contexts are just too unique to be lumped into the average.
Note, at the end of the Google Talk, Rose addressed some excellent audience questions, including how we measure success in the education system in lieu of the average. Rose shares two fascinating possibilities I also wanted to share here:
1. As tech is giving us greater opportunities for individualized learning, we’ll soon see a shift, especially in higher-ed, toward “Micro-credentials and competency based measurements” instead of the traditional semesters/grades system.
2. We need to use clearly defined, competency-based outcomes to measure success. To know how well an individual is doing, we need benchmark them against their own progression in that competency, and you don’t have to look at anyone else’s progress to know that. (“A diploma with a 3.2 vs. “I have these competencies.””)
This is in response to the #DCSDblogs challenge prompt on sharing mistakes. (Note: While I’m not associated with the Davenport School District, I’m grateful for the warm invitation to participate in their blogging challenge, which is a wonderful initiative to encourage teacher blogging)!
We talk and share and write about giving students a voice and choice. To encourage them to own their learning process and make thoughtful, personal decisions along the way.
But after all the choices we give them, what happens when they don’t choose what’s best for them?
Like when you allow them to choose the classroom layout — and they choose rows, the most collaboration-unfriendly arrangement?
Or when you ask them for input on classroom management and rules — and they clamor to institute a stickers/candy/otherwise extrinsic-reward system?
Or when you turn time over to them to decide what kind of literacy word work task they will pursue — and they choose the option you know is least valuable to them right now?
In the past, when I encountered each of these, my response was to withdraw, clamp down control, or persuade.
But as I’ve learned from amazing teachers in my PLN (like Taryn BondClegg’s example when she encountered the exact experience of kids picking rows!), these, too, are precious learning opportunities. If we could just set aside our fears of falling behind or causing inconvenience, we might find a veritable goldmine of growth mindset/#FailForward/metacognition learning moments.
In the face of possible failure, if our response is to always snatch away the reins, our students will never have to opportunity to investigate and discover for themselves why and how these processes work. That means stepping aside and honoring their choices, no matter how painful it might be.
Of course, sometimes their failures have more to do with our own failure — for instance, in the literacy example, we might not have done enough scaffolding to teach stamina, metacognition, or other tools to empower students to take informed action (see, “That Time I Failed at Inquiry“). In these instances, we can and should be constantly making adjustments in our approach as the teacher. But even when we’ve made mistakes, we should seize the opportunities to model our learning process!
In this way, the only real failure is when we try to mask it, hide it, or preempt it with control. Instead, let’s bring it into the light. Bring it into the learning.
This is in response to the #DCSDblogs challenge prompt, “What is the best thing you’ver ever learned from another teacher?” (Note: While I’m not associated with the Davenport School District, I’m grateful for the warm invitation to participate in their blogging challenge, which is a wonderful initiative to encourage teacher blogging)!
A couple weeks ago, I had the following opportunity:
It was delightful to share with those first graders my pantry and the school lunch I’d packed for my daughter, describing what fresh vs. processed foods we eat and why. They had some incredible questions that really made me stop and think, too!
When I was still in the classroom, one of my favorite ways to learn was to pop into other teachers’ rooms. Whether I was there to observe instruction or simply to drop in after school for a chat, I felt like I almost always walked away with fresh ideas or perspective.
Now that I’m away from the classroom for the time-being, this ability is no longer available to me. But at the same time, thanks to my amazing PLN, I can still “pop into classrooms” all over the world.
This small Skyping experience is just one of many opportunities for me to “connect where connection would previously have been impossible.”
Take my RSS feed for instance (I love Feedly because I can neatly organize all the websites I like to follow without flooding my inbox with email subscriptions).
As I was finishing up browsing the latest posts from my PLN in my feed a couple days ago, my mom came by. I was casually explaining to her about how thrilled I am to learn so much from so many incredible educators around the world, citing a thought-provoking post I was reading at that moment by A.J. Juliani:
Four in a row! Writing that made me feel, think, and reflect — each tugging me a little further along a path toward change. Pleased with the ready confirmation of what I’d been explaining to my mom about my PLN, I kept exclaiming to her, “See, here’s another! Look!” reading excerpts, and just geeking out in general.
Then, there’s Twitter. Every day, I get to browse photos of classrooms from India, Australia, Canada, Vietnam, and more. We exchange tips, share aha moments, and lend support. In this way, I still almost always “walk away” with fresh ideas or perspective as I did in my old building.
This ability to connect where before, I would have been completely cut off from the teaching world is nothing short of a miracle to me. I am grateful every day to be a “global citizen” and feel confident that when the day comes to return to the classroom, I won’t have too much catching up to do!
“Could you use your resources to be a problem-solver?”
“I don’t get what we’re supposed to do at this point in our writing.”
“I bet you could use your resources to figure that one out.”
This was one of my go-to phrases with my students. But it wasn’t one of those silver bullet, use-this-and-the-kids-will-do-more-themselves kind of phrase. It took quite a bit of behind-the-scenes effort.
For one thing, there was a lot of ongoing dialogue behind it.
We would discuss what it meant to be a problem-solver. I would always tell my students, “You may solve your problems in any way that doesn’t cause problems for you or anyone else.” For some, it took months before I could fully convince them that I meant it — for instance, that they could, in fact, use the bathroom without asking as long as they weren’t causing problems.
I would also continually spotlight when students would solve their problems in particularly creative ways, and would praise students for using resources effectively.
For another, I worked to set up a resource-rich environment that students felt comfortable using freely.
Whenever I gave any verbal instructions, I also wrote them on the board so they had that reference. Whenever we worked to uncover new writing or math tools, we wrote our strategies on anchor charts and then posted them as resources to check on. Whenever I brought in new supplies, I told my students about them and asked where would be the most effective storage place.
And perhaps most importantly, I worked to listen to student voice.
They were always full of remarkable ideas for using and creating resources I hadn’t thought of. The easy part of listening to student voice was keeping a suggestion box that we would review during weekly class meetings. The hard part was letting go to truly honor that voice by allowing sometimes imperfect or messy ideas to move forward.
After all, if “use your resources” meant they were only permitted to use my resources, or to solve problems within my set of solutions, I wasn’t actually cultivating an environment of student ownership. Real autonomy comes when those in charge don’t pretend they have all the answers.
I was certainly an imperfect executor of this ideal, but I’m enjoying the way I can use my current resources to learn more from my PLN to return to the classroom with a greater commitment to student voice, choice, and ownership.
“There’s something powerful and exciting about the society-wide experiment the digital age has thrust upon us.” ~James Estrin, National Geographic
I shared this quote this a few years ago in a post about how the digital age is altering education’s landscape. Today, it returns to mind as I reflect on how this “society-wide experiment” is impacting relationships. I have spent a good deal of time writing about how grateful I am to have the opportunity to make global connections that would never have been a possibility without technological advances.
But there are moments we ought to pause and consider some of the less positive detours this experiment can sometimes lead. Here’s a powerful short video by Matthew Frost that allows such reflection (please note that there is some language).
My question is this: whose humanity was diminished more in this video — Kirsten Dunst’s, or that of the 2 young women?
The moment we start to see anyone as less than a human being and more like an object to be used, or even as a product to be pushed through, we devalue our own humanity.
Of course, this base mentality has been around for much longer than the digital age, but devices, social media, and online anonymity provide a much more varied, efficient, and enticing ways to encourage it.
If there’s ever a time we’re willing to overlook another person’s need for authentic connection, we put our own ability to connect at risk. As the line between our digital and physical worlds become more and more blurred, we can’t hope that such a mindset will stay safely boxed in the moments when we think we have enough digital anonymity.
On the flipside, when we make authenticity and genuine connection a priority in all our interactions, we show that the impact of this digital experiment is to amplify positive connection in both the physical and digital sphere.
It also makes it easier to answer questions that involve the quality of our relationships, whether they are with our family members, our friends, or our students. Regardless of the possible efficiency or increased productivity or raised test scores, if the cost is quality relationships with one another, it is. not. worth it.
It would serve us all to remember that this society-wide digital experiment is, in fact, an experiment, and as such, we should occasionally stop to reflect on how it is shaping our lives.