Beliefs About Learning

I am currently working on a curriculum supplement handbook that includes a section discussing beliefs about learning. Below is the article I included in this handbook. It resonates what (after much research) I believe to be blatantly true about how kids learn best. Feel free to offer your feedback!

Learning is Active

Active learning instruction can positively impact the culture of middle and high school English classrooms.  According to Jeffrey Kaplan’s research on learning communities,  learning is active and “children come to school to do projects and live in a community that gives them real, guided experiences, in turn fostering their capacity to contribute to society” (338).  It is commonly accepted that active learning instruction fosters this creativity, real-world application, and social interaction. Teachers in this model serve as facilitators, mediators, and coaches rather than lecturers.  

Active learning is also a key component in inquiry-based instruction; it is a piece necessary to help build classroom competence and prepare students for college and real world reading and writing. According to Zmuda and Tomaino, authors of The Competent Classroom- A Creative Teaching Guide, creating a competent classroom means fostering an environment that is “a focused and thoughtful place. In the competent classroom, teachers and students work in a partnership, united in teaching and learning” (1).  

Active learning practices naturally build this partnership in the classroom.  As the learners progress, they begin to move beyond the basic rules of reading and writing and start to engage with their growing knowledge and understanding actively by assessing, reflecting, and developing new ideas and strategies (Earl 39). The key to creating this classroom culture is to give students a voice and encourage them to be invested in their learning and growth as readers and writers.  The active-learning platform provides a safe place for students to try new things, immerse themselves in the educational realm, and really grapple with the skills and information they are processing.  Thus, to implement a successful middle and high school English curriculum where students have the most potential for growth, active learning needs to be focal point for instructional practice. 

Learning is Personal

Students learn best by active engagement with content and skills. In the English classroom, this often means incorporating assignments that are personal to students--be that specifically related to their own lives or the world in which they live.  In his book This Time It’s Personal: Teaching Academic Writing through Creative Nonfiction, John O’Connor writes, “Inviting students to write about their lives alongside the literary texts they read--creating texts of their own--holds important implications for students’ self actualization” (15).   Personal writing helps students realize the power that they hold and the voice that they have (15). 

Mary Ellen Gleason mirrors this sentiment in her essay on intrapersonal intelligence strategies in the writing classroom.  Gleason encourages the use of the personal narrative to help students “develop their self-knowledge as an aid in learning to write more fluently and with confidence” (96).  Personal narratives allow students to be actively involved with their learning; they are experts because they are discussing their own lives.  A similar suggestion for personal writing is the writer’s autobiography, “a chance for [students] to reflect on their own writing lives, both the triumphs and the failures” (O’Connor 26).  Yet another opportunity for personal engagement in the writing classroom is the “occasional paper.”  These papers are written spontaneously by students at some point during a several week period and are “intended to reflect responses to life as it happens; the idea is to take advantage of an occasion for thought, to explore the occurrences of a moment that would usually be dismissed as unimportant” (Martin 52).   In this task, students are encouraged to engage with life outside the classroom and bring knowledge gained back to the classroom to investigate with peers. 

O’Connor, Martin, and Gleason clearly argue that making the writing classroom a personal space is key to true learning.  The purpose of each of the personal writing tasks they suggest is not to fulfill grading requirements. Instead, “they are works of art, attempts at understanding our lives and the world around us through writing” (O’Connor 23).  

Learning is Reflective

 As students become comfortable and engaged with learning by examining their lives and the world around them, reflection becomes a key stage in the learning process. Thus, classroom assignments should “build writing as a reflective practice, giving students the opportunity to become more self-conscious writers and thinkers” (O’Connor 18).  

Teacher feedback plays a key role in this reflection process.   Teachers should always strive to keep their comments as formative as possible; this helps reinforce the idea that the process of learning (rather than the product of a grade) is of utmost importance (Batt 209) and thus encourages students to maintain engagement with their learning.  The success of a student’s revision process, and thus his or her final writing product, often lies heavily on the manner in which the teacher provides feedback.  Thus, teachers should aim to minimize potential threatening or discouraging roles he or she might play while responding to student writing and instead embody a voice that motivates students to make improvements through active revision. A facilitative response style relying heavily on praise will help encourage students to continue to progress as writers and stay in tune with their growth as learners (221). 

Along with using feedback to encourage student revision and learning, other reflection and evaluation strategies help students take ownership for their writing in more self-directed ways.  Most learning researchers recognize the importance of encouraging metacognition and thus cultivating reflection.  In this recognition, most note the following: students need instruction in reflective practice, reflective assignments should always respond to an authentic issue, reflection is often best in social or collaborative environments, reflection mid-process can be just as helpful as post-assignment reflection, and reflection strategies are most successful when practiced often. They also note that reflection is a dynamic, active process that can include talking, writing in a variety of forms, movie-making, blogging, etc. (“Metacognition- Cultivating Reflection to Help Students Become Self-Directed Learners” 1-2).

Self-assessment and regulation is another key component in reflection.  Active learning theorists insist that students truly are their own best assessors; but they need guidance. In the English classroom, the following guiding concepts are key to successful student reflection: emotional safety, examples of what good writing looks and sounds like, real teacher involvement and consistent, relevant opportunities to practice reflection, targeted feedback, and open discussion (113-116).  With consistent, meaningful reflection, students more easily find their voices and develop in to confident writers and individuals.

Concluding Remarks 

To review, active, personal, and reflective learning centers on the belief that learning is not a passive endeavor.   Students should be engaged participants in their own learning and encouraged daily to take part in a classroom culture where they investigate and take responsibility for their education.  English classrooms where learning is active and collaborative, assignments are personal, feedback is encouraging, and reflection is meaningful provide an environment where students “find solace in the ability to question their assumptions, argue for their beliefs, and reveal their feelings in both open conversations and personal writing” (Kaplan 341).  This place of “solace” is where true learning takes place.

Sources

Batt, Thomas A. “The Rhetoric of the End Comment.” Rhetoric Review 24.5 (2005): 207-223. Taylor & Francis, Ltd. Web. 2 March 2014.

Earl, Lorna M. Assessment As Learning: Using Classroom Assessment to Maximize Student Learning. 2nd ed. Thousand Oaks: Corwin, 2013. Print.

Gleason, Mary Ellen. “Intrapersonal Intelligence Strategies in the Developmental Writing Classroom.” Inquiry 16.1 (2011): 95-105. ERIC. Web. 2 March 2014.

Kaplan, Jeffrey S. “The National Writing Project: Creating a Professional Learning Community that Supports the Teaching of Writing.” Theory Into Practice 47.4 (2008): 336-344. Web. 27 Feb. 2014. 

Martin, Bill. “A Writing Assignment/A Way of Life.” The English Journal 92.6 (2003): 52-56. Web. 26 Feb. 2014.

“Metacognition- Cultivating Reflection to Help Students Become Self-Directed Learners.” Sweetland Center for Writing. University of Michigan. n.d. Web. 13 Mar 2014. PDF file.

O’Connor, John S. This Time It’s Personal: Teaching Academic Writing Through Creative Non-Fiction. Urbana: NCTE, 2011. Print. 

Smith, Michael W., and Jeffrey D. Wilhelm. Reading Don’t Fix No Chevys: Literacy in the Lives of Young Men. Portsmouth, NH: Heinman, 2002. Print.

Zmuda, Allison, and Mary Tomaino. The Competent Classroom- A Creative Teaching Guide. New York: Teachers College Press, 2001. Print.

A Light in Educational Darkness- The Time is Now

I recently read a pretty inspiring article titled "What Students Really Need to Hear" by Chase Mielke. Check it out… you'll probably end up writing, sharing, or at least deeply thinking about it too. 

As I read through his article, I just kept thinking, "Yeah, this is the good stuff. Kids should hear this. Kids NEED to hear this." 

I first thought of my own school environment, one that really has a lot of great things going- we focus on student leadership, inquiry instruction, understanding the world at large, and community service. Our mission statement claims we inspire students to be courageous and embark on journeys of personal exploration in ways that helps them embrace and lead purposeful lives. On principle (and in reality) my school is the place to be if you believe what Mr. Mielke had to say in his article. But, however ideal my little bubble is, my school can't completely withstand the educational havoc going on around us.  It seeps into the cracks, invades our classrooms and our kids, whispers lies in the ears of teachers… The grade-driven, performance dwelling mindsets are alive and well in the world, despite our best efforts to fight them.  And, it's not our fault, really, that this happens.  But IS our fault if we do nothing about it.  

I also thought of my husband, a first year teacher at a school that has, in my opinion, an archaically traditional approach to education.  He fights against the grain every day (my words, not his) to teach kids to love learning and to be themselves, to grapple with life, to see school as a place where failure is OK, to become the best versions of themselves. Unfortunately, his passion and struggle is far too often met with, "So, what about my grade?" 

Seriously? No, but really… SERIOUSLY?

Is this what we've come to? A world where children care more about the grades they get than the people they are becoming? 

Ask a class of high-schoolers to reflect on "the purpose of education"- honestly, try it. I have. And I was overwhelmed with how many responded "To graduate with a 4.0" or "To get an A." It was pretty disheartening. Others responded in ways that were a little (but not much) better "To get in to a good college" or "To get a solid job."  And while those are goals that will help students lead relatively successful professional lives, they are still missing the mark.  As a teacher, my goal for students is two fold; I want them to love learning and I want them to become resilient, integrous, compassionate human beings.  Unfortunately, "education" as it most predominately functions doesn't quite meet me eye to eye on this one… or half way… or really at all. 

To add to that, this grade-driven environment brings out the WORST in students (I am speaking about students as a whole…not necessarily my own). They compete with each other, see teachers as an adversaries or tyrants, and build an "us against the world" mentality. They do as little as possible to get as much as possible, see anyone and everyone as a hinderance...a bother…an "oh my gosh, she's so annoying", and fail to recognize what school truly should be about.  In a sense, they give up. Even the most academically achieving students have given up on the greater purpose of school… they've dismissed what matters most in pursuit of what matters least. 

I love the way Mielke addresses this in his message to students, "The main event [of school] is learning how to deal with the harshness of life when it gets difficult--how to overcome problems as simple as a forgotten locker combination, to obnoxious peers, to gossip, to people doubting you, to asking for help in the face of self-doubt, to pushing yourself to concentrate when a million other thoughts and temptations are fingertips away. It is your resilience in conquering adversity that truly prepares you for life after school. Because, mark my words, school is not the most challenging time you will have in life. You will face far greater challenges than these. Sure, you will have times more amazing than you can imagine, but you will also confront incomparable tragedy, frustration, and fear in the years to come."

In order to help students see the light on these issues and start participating in the "main event" of school, we as teachers have to take ownership of our roles in the mission. Because, let's be honest, students wouldn't adopt some of these mindsets if we united to help prevent it.  Thus, in pursuit of my own beliefs that were provoked by Mielke's passionate message, I have been rededicating myself to my kids.  Slowly but surely I am attempting to help them see this greater purpose.  I don't always know what I am doing or how to best communicate, but I am trying… and I think that is worth something.   

How has it been going? Well, for some kids, the blinders are still on; it is as if they come to school each day with a glazed over goal to just glide through their classes, make the grade, and check "school" off the list.  Again, not their fault; they are a product of the world they live in.  Other kids, the majority I'd say, fall somewhere in the middle; they are passionate adolescents wanting to contribute to society and are constantly seeking meaning and purpose; but for one reason or another, they often find themselves lost and unable to truly grasp the "main event" of school.  A final group contains a select few kids- those that have begun to see that school is so much more than a checklist of academics and are instead growing to understand that life will bring many challenges, that school is a safe place to prepare to meet and overcome them. They are also realizing learning isn't a product, it is a process- one that they have to be actively engaged with to truly grow and participate in life. For these few, the light is finally….(finally)….turning on.  

And luckily, one light is enough to guide the way for others.  But we can't stop there; we MUST continue this mission until we have drowned out the darkness, until all students are prepared with the resilience necessary to face and embrace the world. The time is now. 

"INCOMPLETE" and Summative Feedback Workshops

I sat in on a presentation tonight by Tom Schimmer, author of Then Things that Matter from Assessment to Grading.

Here is a link to a summary of his book and a 1 hour webinar that outlines the main points in his book; here is a different link to the state department webpage (scroll to the bottom) where there is a whole webinar series if you find yourself interested in learning more.  

In his talk, Tom addressed a variety of topics including the following: using formative assessment to excite kids about learning, implementing descriptive feedback rather than just symbolic scores (be it letters or numbers), the need to determine grades rather than calculate grades, not allowing things students used to "not know" impact what they now know, seeing accountability as a way of saying that all learning is essential, maintaining a standards based mindset, fostering a growth mindset (versus a fixed mindset) in students, and understanding the power of feedback as the most effective tool for student learning.

As I reflected on his talk, I found myself deeply considering an approach to grading he presented. This approach suggests that teachers assign "incomplete" grades on summative tasks where students have not performed to proficiency or simply did not turn the assignment in rather than punishing students with a zero that then impacts the accuracy of grading. (Side Note: By "impacts the accuracy" I mean that a student who is clearly proficient but either doesn't perform up to his or her ability or doesn't turn an assignment in gets off the hook or receives an inaccurate grade if teachers assign a zero. Grades should reflect student skill according to a standards based evaluation. Unfortunately, some students don't mind the impact a zero has on their grade average.  Others maybe had a bad day, didn't plan well, etc., but that doesn't mean their ability level is lessened.)

To avoid this issue, I really love the idea Tom presented: If kids don't turn in a key assessment (summative) that is clearly needed to determine proficiency, teachers should consider giving students an incomplete until the assignment is turned in.  This reinforces the idea that learning is essential and that it isn't the grade that matters (as this can feel punitive) as much as it is the skills gained.  This means that teachers must have clear learning targets in mind as they compose units and summative tasks. Kids soon begin to realize that teachers are sincerely invested in student learning rather than simply being interested in assigning a grade.

This notion seems to fit hand-in-hand with an idea I recently had in regards to feedback on summative tasks. Research shows that, when students receive assignments back that include both a grade and comments, the comments are quickly disregarded.  Research also shows that between the 3 feedback options: score, score + comments, or just comments, the most effective tool for encouraging student learning and instigating shifts in student disposition toward assessment is the "just comments" option. My idea is to return summative tasks with comments only the first time around and provide students time to workshop through my notes and suggestions (and possibly peer and self comments). The goal is not for them to simply correct according to my feedback; I pose most of my comments as questions in a way that places leaning responsibility back on the student.  Ideally, students can use this workshop time to reflect on their work, consider areas that could use improvement, and decide if they think there are ways they can currently improve their product.  If they decide to revise, I would ask them to conference to me and lay out the specific areas they want to improve.  I like the idea of allowing this "endless revision" process to take place until the student feels they have achieved to the best of his or her ability; at that point, I would provide a final round of comments that incorporates a grade.

I am looking forward to trying these things out with my students.  I think using the "incomplete" approach to missing or below proficient summative tasks coupled with feedback workshops and endless revision will really help cultivate a student-centered classroom where kids embrace growth and learning.

Teacher Inquiry

As a part of the "Rethinking Assessment" class I have been taking through Boise State we recently filled out an inquiry memo reflecting on the formative assessments we've been collecting analyzing, sharing, and interpreting over the course of the semester.  As I answered the questions, I came to a few enlightening conclusions that I thought I would share. Feel free to add or respond!

Pedagogical Connections: What have I learned about my teaching from the formative assessments I have collected, analyzed, shared, and interpreted?

This go-around on the field notes, I focused on more summative assessments. However, as was brought up in class, I’ve grown to see even summative assessments as formative tasks leading in to the next unit or year of study. In the tasks I reflected on over the last month of class, I have noticed continued shifting toward a more metacognitive, student centered approach to teaching. I am finding my guidelines are more flexible and thus allow more student choice and freedom. I give students ownership in the choices we make in the classroom. I think in the past I have been maybe TOO organized and structured? I do believe students need direction, but I have been exploring ways to guide exploration rather than define it. 

Lessons on Learning and Learners: What have I learned about learning and learners through the formative assessments I have collected, analyzed, shared, and interpreted?”

Little by little, I have been trying to shift my teaching to encourage a student-centered learning environment where I participate as a guide, coach, and facilitator to that learning. The field notes I have taken over the last several week are evidence, I think, of my attempt to allow students to explore and evaluate their own learning and the purpose of learning. I have began implementing an “endless revision” concept in my classroom. Students can revisit, revise, elaborate on, or completely redo any task they wish- be that formative or summative. I am really trying to develop a community of learners in my classroom rather than a group of students alienated by status and competition. I have tried to help my students view even summative tasks as opportunities to show off their knowledge in a safe environment where they can try again if they fail. 

Researcher Commentary: What surprised me? (tracking assumptions) What intrigued me? (tracking positions) What disturbed me? (tracking tensions)

As I have provided more choice in assignments, I have been surprised at a few previously disengaged students who have begun “creeping out of the shadows” so to speak. Maybe I have also adjusted the way I read and respond to student writing and speaking, but many students have really begun to turn a corner in my class. They are noticing little nuances, key points hidden in subsurface layers, etc. They have yet to start speaking their opinions in class, but I am seeing evidence of this emergence in their writing. I have become disturbed and maybe slightly stressed by wanting to change the face of education for everyone! While I know I have always had good intentions as a teacher, I don’t think I was always meeting the students where they needed to be met. And while I know I am nowhere close to having all the answers, I am daily excited (and sometimes overwhelmed) by the new ideas and strategies I am constantly seeking out. Somehow over the course of the last few months, I have stepped into my teacher-researcher-writer shoes and really begun investing in creating the best possible classroom environment for my kids.  

Cite Connections to Course Readings and Conversations: How does what I have learned speak back to what others have written or said about assessment, learning, teaching, and/or the relationship between any and all of them?) “Speak back to” might mean to confirm, challenge, extend, refine, or more.

Recently I have been really motivated to dive in to more reading about assessment, good instructional strategies, teaching approaches, differentiated instruction, etc. I love the idea of cultivating a classroom where students see learning (rather than grade) as the ultimate goal. While I recognize grades are often a focal point for students and parents, I want to encourage students to consider the true purpose of school. One of my favorite Earl quotes from her final chapter was, “There is no doubt that teachers will have to work within systemic guidelines, but when day-to-day work in classrooms is about learning, teachers go deeper and think about assessment and how they can intentionally move assessment so that it provides them, and their students, with insights about what is being learned and how to move the learning forward better and faster.” I feel the reading, conversations, and reflections of student work I have been doing over the last few months has really helped me see dissonance in my own teaching and that realization has energized me to make beneficial shifts and changes to the way I teach, assess, and communicate with students about their learning. 

Blogging in the Classroom

John O'Connor's book This Time It's Personal: Teaching Academic Writing Through Creative Nonfiction has been an enlightening read; I would suggest it to all HS English teachers looking to spice up the writing assignments they employ in their classroom.  One of the chapters in the book is focused on student blogging. O'Connor suggests that blogs help meet a central goal of his as a teacher, "to bridge the gap between students' lives in school and their lives outside of school" (pg 133).  I have to admit that I sometimes struggle to wrap my mind around the relationship between social media and the English classroom.  I want to meet students where they are at but still encourage critical, reflective thought.  Maybe blogging is the place to make these two ends meet. And who knows, maybe I will discover that they really aren't two separate ends at all...

Inspired by O'Connor's case for including blogging in the writing classroom, I spent my recent spring break designing blogs for classroom use.  This year, I am teaching 6th grade and 9th grade English.  My goal is that these blogs will serve as places for students to share their thoughts, think critically about the texts they view and read, reflect on their own lives, and evaluate the world around them.  I am excited about introducing these in my classroom, though I am sure a learning curve will come with implementation. Let me know what you think about class blogs.  How do you handle privacy/security issues related to having students write in a public space?