From “Mrs. Maas, how do I do this?” to “I finished and helped a friend.”
How might we engage more learners simultaneously, offer visible opportunities to show what they know, and personalize feedback, intervention, and enrichment?
What if we offer learners pathways to guide progress, actions, and collaboration? What if we encourage productive struggle by offering guidance about process, actions, and collaboration? What if we intervene with coaching?
In case you cannot read Becky‘s learning progression above, I’ve included an edited version of it here:
- Level 4:
I can complete my item, and I can help others with theirs, explaining the circuit. - Level 3:
I can build a wired item for Mom with materials provided. - Level 2:
I can plan a wired item (layout and switch) with help from classmates or Mrs. Maas. - Level 1:
I can get ideas from others on a plan.
Becky guides learners to plan, collaborate, test their independence, and then, when possible, contribute to the success of others. And, through the process, learn about circuits too.
“Collaboration by difference respects and rewards different forms and levels of expertise, perspective, culture, age, ability, and insight, treating difference not as a deficit but as a point of distinction.” (Davidson, 100 pag.)
When our learners do not know what to do, how do we respond? What actions can we take – will we take – to deepen learning, empower learners, and to make learning personal?
Davidson, Cathy N. Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn. New York: Viking, 2011. Print.
…, it is the change in the knowledge and skill that the teachers bring to the practice, the type of content to which students gain access, and the role that students play in their own learning that determine what students will know and be able to do. (City and Elmore, 24 pag.)
