Now, with multiple end-of-year evaluations, assessments, and data trends readily available, I find myself focused on classroom choreography that goes deeper than engagement, curriculum coverage, and standard learning. Instead, I am focused on the explicit system goals--goals that I've culled from recent data discussions and efforts, and goals that are readily and boldly shared on test results and public data reports. Not unlike days of old, the primary goals of fourth grade continue to include the following:
- A solid foundation of reading fluency, skill, and comprehension.
- A solid foundation of writing fluency, skill, genre, voice, and craft.
- A solid foundation of math concept, skill, and knowledge.
- The readiness skills, attitudes, and effort that result in effective learning.
- Apt social skills and responsibility.
- A solid knowledge base in science and social studies.
What has changed is our ability to teach in deeper, more meaningful, and interdisciplinary ways. We can design differentiated, personalized, and collaborative learning paths that develop essential learning goals in effective, engaging, and empowering ways. We can use new platforms and processes to boost essential skills. For example, we can teach coding as one way to boost mathematical thinking and problem solving.
This year my goal was to see if I could both get good scores and teach in invigorating ways. I would say I'm on my way, but there's still more work to do with regard to the details--the essential pieces that truly help every child to learn with the best possible success. So as I refine units in the weeks and months to come, I'll be looking at ways to tweak the units to reflect the essential elements with even greater depth. Are you ever there? I think not, but you can continue to get closer and closer as you grow and learn your craft--a craft that matters when it comes to teaching children well.
