Reframing Henry

Pause…

Change the way you think about it.

Thanks to Paula for this bit of wisdom.

That’s my goal for reframing the focus on skills / test prep to include  Authentic Projects.

Play…

I’m going to turn around my last post about blaming Henry Ford  and think again about community of learners in the classroom, like when I taught writers and readers workshop.

Communities are messy; they aren’t the perfect working machine; they change and flow from one need to the next. And they get stuck in ruts. They need to “Change the way you think about it.”

I’m going to start by asking my students what “work” they want to do — as readers, researchers, and authors. Perhaps, we’ll change our way of thinking about our skills together, as a community of learners.

It’s actually starting from them now. We just finished a short iSearch project in which students learned questioning, research, collaboration, analysis, interpretation, presentation, speech. Two students asked, based on their chosen article [ Drama VS Bullying ], if they could create a video about their learning. Their work will be my first model for the others… They have changed the way they thought about their research. I love that.

Blaming Henry

Pause…

How do we change our thoughts on grading so that we are teaching and assessing for learning with feedback so students can improve? Teaching for learning does require patience, reteaching, kid-watching, and engaging tasks that require thought. I don’t want to catch kids — I want to inspire them to be more.

Play…

I’d like to also to change our thoughts on assignments that focus on one objective. People don’t learn to ride a bike by 1) practicing pedaling, 2) practice steering, and 3) practice braking before 4) putting them together. No, we get on and ride. Shouldn’t we dive into good books? Write about what know and read about? Then get feedback on how to do it better, based on the real work being done?

I blame Henry Ford for breaking things into pieces and organizing assembly lines. Many of our schools with students who need more positive experiences are just like assembly lines — not places where we actually “do” stuff together, and learn to get better. Students enjoyed the work, did better on more skills, learned more, and liked school with authentic projects — something that required integration of skills with mini-lessons and flexible grouping to help. We created posters, brochures, skits, models, memoirs, video-memoirs — filled with our learning and all requiring reading and writing. When I’m told to post my objectives every day, it seems that we are focused on the parts and not the whole; we’re teaching the bits and not understanding the world of authors, scientists, historians, etc. We’re pushing the pedal, but not steering towards anything authentic.

What do you want for your child? Objectives for Test Prep or Authentic Projects ? Tell your school board today, and tomorrow, and the next day.