Is it possible to look at two seedlings and tell which will grow taller? The only answer is It’s early and they’re both growing. (Coyle, 166 pag.)
How might we observe, listen, and question to learn? What if we offer alternate routes and pathways to “show what you know?”
As Bloom and his researchers realized, they are merely disguised as average because their crucial skill does not show up on conventional measures of teaching ability. (Coyle, 175 pag.)
Summer Reading using VTR: Sentence-Phrase-Word: The Talent Code Chapter 8: The Talent Whisperers
How might we change our vision of learning (and success) to highlight growth over time? What if we offer actionable feedback loops to offer opportunities for early (and often) mid-course corrections?
How might we defer judgement to be patient during growing seasons?
What you see is (not always) what you’ve got.
Coyle, Daniel (2009-04-16). The Talent Code: Greatness Isn’t Born. It’s Grown. Here’s How. Random House, Inc.. Kindle Edition.
Experiments in Learning by Doing 
I love the last line of your post. It reminds me that the learners in my care are a constant work in progress. As their teacher, it’s my job to insert myself in their growing process so that they can show me what they know…even if how they show me is unconventional or what they know is surprisingly unexpected.
Thanks for your continued posting. I feel like I am able to get a little taste of this book, even though I’m reading another.
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Thank you, Kato. I am grateful for your engagement and encouragement. I love that you say It reminds me that the learners in my care are a constant work in progress. As their teacher, it’s my job to insert myself in their growing process so that they can show me what they know…even if how they show me is unconventional or what they know is surprisingly unexpected. Beautiful!
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