Learning vs Doing
One’s freshman year of college is quite a transition. In retrospect, both of us feel we weren’t anywhere near ready to be independent learners. After listening to lectures, reading and attending class it was still hard to come up with a written analysis, where one articulates in a formal academic essay his or her understanding of the intent behind an author’s work. The effort to highlight important parts of an article or chapter turned entire pages yellow. We didn’t learn how to think, rather we learned to do what our teachers asked us to do. We did well because we could “do school”. As teachers, how many times are learners simply doing what they are asked to do, versus inquiring, analyzing, synthesizing, thinking critically, problem solving or creating original work?
As we head into the home stretch of the school year it is so validating to see how our learners are more prepared. They now demonstrate the ability to articulate how they learn and what they need to grow in their skillsets. Without doubt, our learners are more confident in their abilities to create their own learning paths. With our learners growth has come our own abilities to broaden our lens around personalized learning.
We are constantly reflecting upon our work and how we are helping to engage individuals in their learning process. Our last unit consisted of learners making a choice between two books, Lord of the Flies or Of Mice and Men.
The standards focused on analyzing characters and persuasive writing. We gave book talks on each book and advised the learners to consider several things when making a selection including. We took the time to ask them to consider personal interest, reading level, and amount of assigned reading. We asked them to also consider their schedules outside of class in order to seek a balance that would set them up to do well.
Once choices were made, we shared the format of the unit. Just like previous units we did the following:
Introduced the essential question(s)
Pointed out the standards
Asked learners to set goals (they had to create a reading, writing, and “growth” goal)
Reinforced what formative work days would look like (see below).
During formative work time we shared some strategies to analyze characters, but learners had choices in how they wanted to engage in the work. When planning we made sure to think about the skills behind the standards. In turn, we provided strategies that called for learners to continue refining their skills as they discussed, wrote, debated, analyzed and created.EXAMPLE OF FORMATIVE WORK LINK
As mentioned before, we reflect on our work too. Our learners told us they wanted a format where there could be some structured and ongoing “debate”. They weren’t sure what it could look like, but they were sure they wanted it. They expressed a desire to have more opportunity stepping out of their comfort zone to consider, challenge and discuss a perspective outside their own. We were thrilled! Our response was to offer yet another choice for formative work. So, in addition to other formative activities, we wrote debate topics on a wall and encouraged learners to try out this additional way to engage. One group even led their own discussions the entire time and shared their learning through written reflections and recordings of part of their discussions. The learners asked for the time, and we trusted they could handle it. Check out one of their discussions:
The juggling of more than one book can seem overwhelming. As in the past we would begin and end the class as a whole group. However, because of the standard we decided tweak one component of the daily voice and choice. That component was the teacher seminars. In past units learners had a choice to participate in a teacher seminar, but for this unit, all learners were ‘required’ to attend the teacher seminar. The teacher seminars feel a bit more traditions where a small group discussion is lead by the teacher to illustrate important parts of the content that allow for deeper analysis for each novel. In past units learners had a choice in teacher seminar, but for this unit, all learners were asked to join teacher seminar. This change shows how there are times where voice and choice varies and the lecture is not lost in this work. Because a good part of the class allowed for a choice in how they analyzed the characters, learners attended seminars without hesitation and with a true curiosity to engage.
In this way, our learners do experience expectations that are laid out for them that they must meet regardless of their preferences or their most effective learning style. If they didn’t, they wouldn’t be prepared for real world expectations. They could also become stuck in learning styles or patterns that could be improved if they explored options outside their comfort zones. But keep in mind that personalized learning is about helping learners to find effective ways to learn for their own advancement and future success. One size fits all education does not do this. We believe that by using personalized learning techniques we are living up to our mandate to teach and reach as many students as we can.
The goal of every work day was for learners to experience both guided instruction, but also time to generate their own critical thinking around the characters. The most important piece of our unit plans happens near the end of class.
Daily as a wrap up, learners had to reflect on the choice they made and how productive they were. Also, one was asked to document a possible thesis to pursue in their persuasive essay. We intentionally asked learners to reflect not only on the process but also the content. This marriage is important as it allows one to reflect on skills AND how they are interacting with the content in order to meet the learning target. We asked, “Did you take steps towards meeting your goals today?” or “In your choice today what went well? What could you improve next time?” Finally, we asked, “What are you considering as a writing topic for your persuasive essay?” STUDENT EXAMPLE LINK
The mentality to “do” is eliminated when learners are given the chance to come to their OWN CONCLUSIONS instead of just doing what the teacher tells them to do. Furthermore, the reflection was individual as opposed to listening to the same 3 or 4 learners share out in a whole class discussion the learning that occurred for just them. As teachers we read through their reflections daily. This is where we monitor where they are in their learning, if they are using their time well and if they need more specific help outside of what is incorporated in class. If we see a learner struggling, not reflecting, not meeting goals, showing signs of disengagement or lacking anything necessary to meet the standards, we prioritize a conference with them and help them get back on track.
Once again the emphasis in this unit is developing critical thinking skills through character analysis. By letting go, and allowing for learners to help design a plan for their learning, come to their own conclusions through reading, writing, discussing or debating makes the learning more meaningful and authentic.
In the beginning of the year we illustrated growth vs fixed mindset with learners and continued to refer to the language throughout the year.(See blog “Setting the Foundation”) We say things like, “A growth mindset person will experience the discomfort, and doesn’t disengage when they get stuck or challenged…”. We also make the analogy to push-ups, and ask why anyone does more than one push-up? The answer is to get stronger, and this is the same with learning. Learners have to work on their endurance as thinkers and don’t just do something to be “done”, but continue to think deeper. We give them time frames to work on something versus a set number and challenge them to think/work the entire time. We use the phrase, “We are getting stronger, keep doing push ups!”
In what ways can you let go and allow for voice and choice? Are your learners “learning” or are they “doing”?
In what ways can you let go and allow for voice and choice? Are your learners “learning” or are they “doing”?
Do you make time for learners to individually reflect, not just on the content but the process as well?
