Many schools today consider a move towards new learning methods as they seek to improve on traditional school design. A program in which I am participating, called Change.School, consistently stretches my brain to consider ways in which I lead my school and why I have chosen to do so. Some questions presented by a colleague in a recent post had me thinking particularly hard, so I will share my thoughts with you.
1. What is the role of direct teaching in an inquiry based classroom driven by student questions?
I have researched the National Paideia Center and later had this organization come to train our faculty on a component of their framework: the Paideia seminar. Their stance is that a typical classroom should see about ten to fifteen percent didactic learning (with the vast majority of the remaining time be saved for practical application of knowledge and discussion via the aforementioned seminar). I’m a math guy, so these numbers speak to me as proper guidelines for leaders who want to give learning ownership to the students in the classroom.
2. Is there a role for teacher developed provocations?
I strongly believe in modeling how we expect our students to engage in their learning. Trevor MacKenzie has written Dive into Inquiry, a text that focuses on a gradual release of ownership to students when building an inquiry-based classroom. From phrasing the essential question which guides the inquiry to choosing research methods and the eventual medium to demonstrate learning, MacKenzie explores how to gradually shift each of these pieces to eventually reach “Free Inquiry.” Food for thought (and a good, quick read).
3. Once we determine the exit skills for a variety of stages in the educational development of children, can we give ownership of the standards to the children and allow them to determine how they will demonstrate their proficiency?
I think this is a brilliant idea. But as a senior thesis paper must be “defended,” so too should a student have to defend how and why the chosen demonstration accurately displays proficiency. Perhaps a better question is: “How can a student show learning as opposed to proficiency?” It seems to me that we need to measure progress and development towards mastery and not the snapshot, quantitative value on where a student is at any given moment. Learning is linear and follows its own time…but we can objectively measure that development given the proper rubric to follow.
4. How do we ensure a visibility to the teaching and learning going on in schools and how do we ensure parents are integral partners in the process.
Parents must have a strong level of engagement in the learning process. In the demonstration of proficiency you mentioned in the previous question, I would think that parents should be able to observe and appreciate the level of learning that has transpired. A fun activity would be to build a sort of “passport” for parents or visitors to use as a roadmap to see the different displays of learning to a) build a community that celebrates learning, and b) see the comparative progress made from one student to the next.
5. Should we be co-creating assessment criteria with students and then give them full partnership in assessing their peers and themselves? What does the role of the teacher look like in this environment?
This question brings to mind a slide that my headmaster uses in his presentation on assessment. It looks something like this:
There are 3 types of assessment in today’s classroom:
- Assessment FOR learning – enables teachers to use information about students’ knowledge to inform their teaching while providing feedback to students about their learning and how to improve
- Assessment AS learning – involves students in the learning process where they monitor their own progress/skill development through self-assessment and teacher feedback. Students can ask questions about their progress as a reflection of their learning and to re-set goals for the future.
- Assessment OF learning – the most typical type of assessment in today’s schools; this type of assessment measures student achievement against learning goals and standards.
6. Should attention still be paid to building community and ensuring we are building citizenship skills as well as facilitating student driven inquiry?
In my mind, a student is never going to remember what he learned in 6th grade science; however, she is NEVER going to forget the way that teacher made her FEEL. If you haven’t yet seen Mrs. Rita Pierson’s Ted Talk on relationships, then take some time to do so right now. Why am I a teacher/school leader? To ensure that I am building inquisitive CITIZENS who understand that character builds reputation (not knowledge or skill).
7. Is there a time when a topic is so compelling a teacher should/must draw it to the attention of students and invite them to investigate?
I think this question goes into my answer for question 2. However, when something like the World Trade Center attacks occurs, we MUST stop and investigate how this changes the world in which we live. Granted, I believe this disruption is both the most difficult and most impactful “teachable moment” an educator has the opportunity to share with his students.
As always, I’d love to hear your thoughts and comments on these topics. Thanks for reading!
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