It's difficult to explain the classroom choreography based on new research, tools, and standards--the choreography is complex, and quite different from years past.
Feedback and Coaching
In the past a comment on a paper was considered vital feedback, and today that's still important, but what is more important is the coaching that happens minute to minute in the classroom. For example, yesterday as students worked on an algebraic thinking packet of exercises with similar-ability partners, my table was filled with students asking questions and checking in with problem solutions.
In some cases, the coaching was all about perseverance with comments such as, "This isn't a quick solution, you've got to think about it and evaluate each expression to see which is true and which is not," or "Take it step by step, just do the first one and show me. Then move on."
Other coaching involved precision, "This looks good, but where did you get 1,000?" or "It says "Bob" here in the solution, but you don't mention "Bob" in the problem you wrote."
Then there's the case where the students are extending the effort, and reaching for the challenge, "I know there's a relationship, and I want to find it." That was exciting as students could not find the relationship by looking at the number sequences, but once they studied the coordinate grid graph, they got closer to the solution which eventually led us to looking up slope equations on the Internet, and figuring out how to find the complex equation of y = -.5x + 13.5 -- a breakthrough for teacher and students.
So while comments on papers remain a good source of feedback, the life of the learning experience including the continual, responsive feedback and two-way conversation that happen throughout the process are better.
The Learning Environment
There's something soothing and comforting about order and neatness such as the neat, colorful classroom, but the truth is that's a difficult environment for 3D learning, the kind of environment that employs multiple tools, materials, and learning constructs.
I haven't got a desk. Instead I have a table in a corner of the room that's filled with professional papers, learning exercises, and other related school supplies and materials. The rest of the room is devoted to the students, and they like the space. In fact they like it so much that many ask to stay in during recess to build, create, and investigate. Yet, it's hard to keep a creative, supply-filled room neat and clean. So we'll have messier, creative periods like this one with the cardboard challenge, and more serene, quiet times such as our next phase when we invest in greater model making and explanation in math and science.
Teacher's Time
I'm always a bit guilty that I'm not coming home with stacks of papers to correct. Instead I spend a lot of time on reflection, research, and learning design. Again, I think the best feedback comes with the coaching and learning experiences. If I spend the time designing learning experiences that create lots of academic conversation, just right struggle, and paths of intellectual pursuit, I create a classroom of dynamic learning. This takes time, and when well done, the learning is incredible.
On the other hand, if I spend lots and lots of time just responding to work in a more one-dimensional way by "correcting work," there's less value. A coaching conversation is much more valuable because it's a two-way conversation where the teacher-as-coach and student engage in a discussion that focuses on the learning product as well as process. For example, yesterday as a child struggled with an online learning venue, I suggested he start with an easier problem set and build up. That was a new idea for him--one which at first he felt was a "put down," but as we discussed learning more, I could see he was catching on to the idea that he needed to fill in some missing gaps of information and process in order to learn the material at the grade-level. We'll talk more about that today.
Today's learning tools and paths are very sophisticated, and the potential to learn is unlimited, but in order to access that learning and those tools with depth takes lots of good coaching, growth mindsets, and the knowledge of how to learn. This, in turn, requires that educators make time for reflection, research, and learning design.
Team and Inspiration
I shared parents' overarching conference comments with students yesterday. Essentially I said that their smart and caring parents want the best for them--they're interested in students' success and they want the children to be kind, caring, invested students. Then we discussed "Learning to Learn" mindsets and actions including the learning cycle, the fact that everyone can learn, and the idea that it's up to you to architect your learning.
As we discussed these empowering ideas, I watched students sit up straighter and feel more confident. They know their families care about their success, and the new research is inspiring. The more that I take the time to relay the messages of what learning truly means, and how to be a successful learner, the more my students embrace successful dispositions and actions.
In conclusion, learning today, in so many ways, is much better than in the past--the potential is incredible, but it does represent a shift, a shift that's not always easy to put into words.
Afterward:
Following the learning to learn conversation, a little boy came up to me and said, "My ____ says I can't learn."
"That's not true," I replied.
"____ says it is," he challenged.
"_____'s wrong! Tell ___ to come in to talk with me and I'll show ___ the research. A lot of people don't realize that this is true." The boy walked away a little taller.
