How Ownership Can Get Rid of “I Suck at…”

Think having students self-grade and reflect is fluff?

Think again.

Over the course of a 15 year study, John Hattie analyzed over 800 meta-studies to identify effects that have the strongest impact on learning (and he is constantly updating this list through continued studies). Self reported grades is almost at the top of the list of over 150 effects.

It beat out motivation. It beat out home environment. It even beat out “decreasing disruptive behavior.”

The truth is, students know a lot more about their own learning process than we so often give them credit for.

Which brings me to the issue at hand: When a student claims he/she “sucks at ___.”

When I hear that claim, I hear a student that has become convinced that their personal rate of learning is inferior to classmates. That because their progress has not looked identical to their peers, it must mean they are defective. That their learning is fixed, hopeless, and beyond theirs or anyone else’s reach.

Now, discouragement is normal for all learners from time to time. But when said discouragement is also rooted in learning that feels irrelevant or imposed, we’ve got problems.

Enter student ownership.

Any time we empower students with tools to take their learning in their own hands, we are giving them ownership.

Self-assessments are one such powerful tool.

Michael BondClegg recently wrote about giving students the opportunity to write their own report card comments, encouraging teachers to help students identify “ways in which learners can identify their strengths and areas for growth” and “plans for improving.”

This may seem trivial, but really, it turns the whole “I suck at” model on its head.

When a teacher fills out the comments, it perpetuates the whole “this is out of my hands” notion.

When a student is encouraged to fill out those comments in this way, it places the learning back in the students’ hands.

A student in diagnostics mode is student on her way toward a stronger growth mindset.

 

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Sharing Benchmark Scores With Students? #TeacherMom

I recently came across this article from Fountas & Pinnell entitled, “A Level is a Teacher’s Tool, Not A Child’s Label.”

Fountas and Pinnell believe very strongly that students’ reading levels have no place in teacher evaluation or on report cards to be sent home to parents. Too much emphasis on levels can lead to misconceptions on the part of families. Informing parents of the level at which their child is reading can make them uneasy.  They may see the level as a very exact measurement, but students don’t always read at a precise level. Parents also talk with other parents, and if they find that their child is reading at a lower level than other children, they might panic. But they don’t understand the intricacies of how those levels work the way you do.

I completely understand where Fountas & Pinnell is coming from here. As a teacher myself, I was glad during my daughter’s last parent teacher conference to possess the background knowledge of these assessments’ imperfections — we chatted about their subjectivity and the uneven spacing between levels (for instance, in the program my school used, it was an extra wide gap between levels T and U for some reason).

I also worry about our students and their parents taking too much stock in these assessments and therefore experiencing pressure, lack of confidence, and yes, even labels. And I recently wrote about my quandary over whether to share scores at all yet with my first grader (Will it Help Or Hurt to Review Scores with My First Grader?).

All that said, I believe that in order for students to take the wheel in driving their own learning, they should be able to reflect using available resources and data to inform their decisions and progress. Not to mention the whole idea of “No secret teacher business!

So is there an in-between place here?

The more I reflect on this, the more I believe there can be — but with some important considerations, including, but probably not limited to the following:

  • Data should only be one piece of the feedback puzzle. Reading benchmarks are a much less frequent and much more formal form of assessment. Students should rely much more on regular formative assessments as they make course corrections in their learning/growth.
  • Seek transparency not just about the data itself, but on its limitations. That it’s not an exact measurement. That there is a definite degree of subjectivity. That it’s meant to compare individual students’ levels against their own progress — not against anyone else in the class.
  • Are students developmentally ready for the type of data you can share? If, as in the story I shared in “Will It Help or Hurt to Review Scores with My First Grader,” the student has yet to even comprehend the nature of data, then it would be counterproductive to share.
  • Ensure there’s a clear connection between the data, metacognition, and “what’s next.” Help students tune into their own thinking about their progress, and maintain a dialogue on the strategies that will best help them move forward.
  • Ensure that students understand that the data is never the goal, but a guide. The goal is always learning, and data serves as lampposts along the way.
  • Protect intrinsic motivation. Students should want to progress for the sake of progression, not for the sake of their levels moving up.

There’s not necessarily a clear-cut answer to the question of whether we should share benchmark data with students. But as long as we are actively engaging with our students to help them take ownership over their progress, we are on the right track.

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“I thought if I took away the iPads & phones, they’d grow up to be normal people.”

With kids asleep and husband out of town, I thought I’d settle down for some stereotypically comforting chocolate and HGTV. And it was. Until the person getting a newly renovated boat said something I’ve heard in many different forms over and over:

“I thought if I took away the iPads & phones, they’d grow up to be normal people.”

Normal people?

There seems to be a long history of the older generations criticizing and fearing the youth for their abnormal interests.

Like when the Scientific American railed on the insidious game of chess in July 1859:

via Wikimedia commons/Public Domain

“A pernicious excitement to learn and play chess has spread all over the country, and numerous clubs for practicing this game have been formed in cities and villages…chess is a mere amusement of a very inferior character, which robs the mind of valuable time that might be devoted to nobler acquirements, while it affords no benefit whatever to the body. Chess has acquired a high reputation as being a means to discipline the mind, but persons engaged in sedentary occupations should never practice this cheerless game; they require out-door exercises–not this sort of mental gladiatorship.”

Or when an earl complained in an 1843 speech in the House of Commons:

via Wikipedia/Public Domain

“…a fearful multitude of untutored savages… [boys] with dogs at their heels and other evidence of dissolute habits…[girls who] drive coal-carts, ride astride upon horses, drink, swear, fight, smoke, whistle, and care for nobody…the morals of children are tenfold worse than formerly.

Not to mention society’s habit in general to believe:

“that “the good ‘ol days” are behind us and the current good-for-nothing generation and their new-fangled gadgets and culture are steering us straight into the moral abyss. “There has probably never been a generation since the Paleolithic that did not deplore the fecklessness of the next and worship a golden memory of the past,” notes Matt Ridley, author of The Rational Optimist.” (Why Do We Always Sell the Next Generation Short?“)

Excessive screen time, of course, is a legitimate concern. But if we truly believe the adage that the youth are our future, we must temper our tendency to demonize the new and unknown and instead provide encouragement for the possibilities it provides.

We should take care not to allow our fear of change to limit our children’s capacity to influence the future. That includes leading them to believe that if their childhoods look different from ours, they won’t lead “normal” lives.

featured image: DeathToTheStockPhoto

Why Do They Want to Erase?

Last week, I came across this interesting tweet:

With how much I value process, I initially thought I’d just retweet with an “Amen!”

But then I started to wonder: why exactly do kids want to erase their work, anyway?

As a teacher, I used to think the answer to this question was simple: my fifth graders had been thoroughly trained that all that mattered was the product, and therefore anything that showed the process (or anything less than perfection) was undesirable.

And for many children, maybe this is the case.

But others, I wonder if it’s along the same lines for why I don’t publish my blog posts to the world with every edit in parentheses next to its original boring synonym, punctuation error, or run-on sentence. I want the final piece I’ve worked so hard to improve to take the spotlight.

What’s more, when I reach back further to my own childhood school years, I can recall a certain sulkiness when we were all forced to use the same writing tool for a given assignment. My desire to use a pen vs. pencil alternated many times throughout the day and different assignments. I always had my reasons, even if I couldn’t always articulate them (the ink was stuck in the pen; my pencil was broken and I wasn’t allowed to use the pencil sharpener; I wanted to shade my letters a certain way; I had a new glitter pen that I was dying to try).

 

If we are truly interested in helping students own their learning process, we need to remember that ownership and choice are inextricably connected.

So instead of making a single choice for them all, why not try instead:

  • Asking students to choose how they will share evidence of their learning.
  • Teaching students explicitly about the value of process vs product.
  • Helping students to cultivate a deeper sense of metacognition to focus their decisions — even simple ones such as choosing a writing implement — on what will best serve their learning process.

Ultimately, this is just one small example of how we can help our students take the wheel to drive their learning. But even small things add up!

 

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“Perpetual Motion:” The Self Driving Engine of Student Ownership

Take a look at Pamela Kennedy’s “Perpetual Motion in Room 17” time lapse video:

What do you observe?

I notice:

  • Flexible seating choices
  • Variation in working in pairs, groups, or independently
  • Confidence regarding when and where to be
  • Order and efficiency, yet choice and flexibility

Now take a look at Mr. Humphrey’s class:

Choice – Making it Happen with 33 Students in a Math Classroom

Additional observations I make here include:

  • Freedom to set the pace of learning
  • Respect for students’ decision-making in how they explore concepts
  • Individuality

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?

 

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Mistakes & Trust, Expectations & Understanding #TeacherMom

Close the door behind you. Use both hands to carry things that might spill. Keep your voice down when baby is sleeping. Eat breakfast in a timely manner. Shoes off in the house. Toilet lid closed. Coat hung up. Mess cleaned up. 

The list goes on and on and on. And then these small humans go to school with a similar, but separate list.

With lists that long, mistakes are inevitable. The question is, what becomes of trust?

As usual, Brene Brown nails it here. As parents and teachers, we have a precious opportunity to teach children what it looks like to “make amends, stay aligned with our values, and confront shame and blame head-on.”

We can model to them what we do when we make mistakes to try to forge trust in our relationships, as well.

But of course, when backpacks get left on the floor again, or when the milk glass gets spilled again, it’s easy to let frustration take the driver’s seat and throw all trust and understanding out the window. It’s also easy to feel like they should know that expectation by now, and to show understanding would be to void responsibility.

But if we do that, we leave no room for trust, for opportunity to “make amends” and try again.

So instead, choose trust.

Give them a chance to clean it up.

Work together to build greater mutual understanding.

Exemplify vulnerability and the messy, hard work of relationship-building.

And while we’re at it, print off this Engaged Checklist, also from Brene Brown, and keep it posted in a handy spot…

  featured image: DeathToTheStockPhoto

3 Tips to Help Students Rise Above the Echo Chamber

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.

2.  Employ visible thinking protocols — especially “I used to think…Now I think…

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…”

Genetically Modified Food Is a Great Advancement

Three Major Reasons Automation Won’t Leave You Unemployed

In this information age, it’s easy for all of us to get stuck in our own echo chambers of opinion. It’s crucial we help our students learn to rise above it now.

featured image: DeathToTheStockPhoto