Over the summer 2018 I learned about the power of questions in the most novel of places, Kenya. I participated in an educational trip organized by Me to We, a path-breaking service organization based in Toronto, Ontario run by two social entrepreneurs, brothers Craig and Marc Kielburger. Both have fascinating stories about how they seized on an idea for improving the world and wouldn’t stop until it became a reality. Their appreciation for questions is what I’ll remember most. Continue reading
This post extends last week’s debrief of ideas from the sschat “Teaching Teachers and Students to Ask Big Questions,” held on April 2, 2018. Short commentary follows each comment with links to past blog posts relevant to the idea shared.
Thanks again to all who participated! The next chat is Creating Podcasts with Your Students #sschat April 9, 2018 at 7:00 pm – 8:00 pm Hosted by @listenwiselearn Continue reading
Here’s something to think about after the Super Bowl.
We know why we like instant replay so much. We get to see reality in slow motion
to catch what we missed the first time. With instant replay we have the power to paint a more in-depth, accurate picture of what happened. With a clearer picture in mind, we gain a deeper understanding.
As teachers, we are interested in understanding too, but unlike football, we don’t get the benefit of replay. We must catch our mistakes the first time and make on-the-fly adjustments based on intuition and incomplete information. Thus, we’re always chasing certainty and our picture of reality is always fuzzy. Continue reading
Is it just me or are learning targets often written in very sterile and boring language?
In a social studies classroom…
Students can describe the political and social consequences of American imperialism.
or in an English classroom…
Students can summarize the main idea in Chapter 4 of the Great Gatsby
There’s nothing wrong with these targets. They are very specific. They establish clear expectations for behavior. The content in both is important. They are written in ‘student-friendly’ language.
Yet there’s something about them that just isn’t very inspiring.
I think we write learning targets in this form out of fear, fear of living in a world where we are unable to measure learning. As a result of this fear, we’ve developed the habit of carving up learning experiences into digestible pieces which seem easier to measure and understand. In the first example above, we’ve isolated the student skill of describing something. Then, we will then devise an assessment which measures this skill using a rubric. After analyzing the data generated from applying the rubric, we will devise intervention strategies for improving student performance of the task. If this ecosystem of measurement goes as planned, we will be able to reproduce our strategies with a different group of students and hopefully see similar results.
All of this makes rational sense.
While I think this approach works well with certain learning tasks in certain learning environments, it runs into a brick wall when applied to a classroom guided by Big Questions.
In a Big Questions classroom the ultimate goal of learning is to foster a certain way of thinking and being. The energy and culture of the classroom aren’t geared towards objective, scientific measurement of isolated learning tasks and behaviors, but rather towards the cultivation of certain dispositions- aka virtues- for living. Consider some of the virtues on display when students and teachers construct and apply Big Questions: patience, perseverance, humility, confidence and curiosity. These aren’t specific behaviors as much as they are signposts of good character and, as such, they are harder to think about and measure empirically. But the fact that they are harder to measure shouldn’t diminish their importance.
Big Questions classrooms can’t be exempt from learning targets. That is absurd. But they must include different kinds of targets which can exist happily alongside the more traditional ones.
I’ve come up with five learning targets, named “philosophical dispositions”, which all students in all of my classes are expected to meet throughout the year. I post them for all to see and make it a habit to acknowledge students who demonstrate them. In this way I am constantly assessing how students are developing these core virtues.
With Big Questions leading the way, I hope that the cultivation of virtue will inspire students to care more about their learning and, more importantly, about the type of people they aspire to become. Now that’s a target we can all get behind.
Do you try to cultivate virtue in your students? If so, how?