How might we empower learners to deepen their understanding?
After creating and administering common assessments, the next question is perhaps the most challenging: “Are students learning what we think they are supposed to be learning?” (Ferriter and Parry, 75 pag.)
What if our learners are grasping the content, but they are struggling to communicate what they know and how they arrive at a conclusion?
How might we make our expectations clear? What if we empower our learners to take action on their own behalf?
What if our culture embraces the three big ideas of a PLC?
Learning is our focus.
Collaboration is our culture.
Results guide our decisions.
Our #TrinityLearns 2nd grade team sat down together last week to analyze the results of the most recent common assessment. While our young learners are grasping the basic concepts, we want more for them. We want confident, flexible thinkers and problem solvers. We want our learners to show what they know more than one way, and we want strong clear communication so that the reader can follow the work without to infer understanding.
Teams at this point in the process are typically performing at a high level, taking collective responsibility for the performance of their students rather than responding as individuals. (Ferriter and Parry, 77 pag.)
As a team, these teachers sorted their students’ work into four levels, shared artifacts of levels with each other, and planned a common lesson.
Laurel Martin () explained to our children that the artifacts they analyzed were not from their class and that they belonged to a class across the hall.
Here’s the pitch to the students from Sarah Mokotoff’s () class:
Don’t you just love the messages: Be like scientists. Make observations. Offer feedback on how to improve.
Here’s what it looked like as the children analyzed artifacts from another 2nd grade class:
Once the analysis was complete, our teachers facilitated a discussion where the children developed a learning progression for this work.
From Kerry Coote ():
We created these together after looking at student work samples that were assigned at each level. Our kids were so engaged in the activity; they were able to compare and give reasons why work was at a level 3 versus a level 4. It was really good to see! I believe this will empower them to be deeper thinkers and gradually move away from giving an answer without showing their thinking and work.
Here’s what the students in Grace Granade’s (@2ndGranade) class developed:
More from Kerry Coote:
After we helped them develop the learning progression, we conferenced with each child looking at their math assessment. They automatically self-assessed and assigned levels for their thinking. Many scored themselves lower at first, but the activity of crafting the learning progression helped in making sense of explaining their thinking! Today in math a boy asked me – “so Mrs. Coote, what are those levels again? I know the target is Level 3, but I want to use numbers, words, and pictures to get to level 4.” It is all coming together and making sense more with these experiences!
In their morning meeting the next day, one of Kathy Bruyn’s () learners shared the poster she made the night before.
Don’t you love how she explained the near doubles fact and her precise language? Wow!
Since we focus on learning and results, this team offered learners an opportunity to show growth.
From Samantha Steinberg ():
This is an example of leveling up after looking at our assessment. Initially, [he] used the learning progression to rate his work at level 3. After reading my feedback, he added words to his next attempt to show his additional thinking.
Before the class developed the learning progression:
After the class developed the learning progression:
Can you see the difference in this child’s work, understanding, and communication?
A growth mindset isn’t just about effort. Perhaps the most common misconception is simply equating the growth mindset with effort. Certainly, effort is key for students’ achievement, but it’s not the only thing. Students need to try new strategies and seek input from others when they’re stuck. They need this repertoire of approaches—not just sheer effort—to learn and improve. (Dweck, n. pag.)
Kudos to our 2nd grade team for reaching for the top stages of the seven stages of collaborative teams! Learning is our focus. Collaboration is our culture. Results guide our decisions.
How might we continue to empower learners to deepen their understanding?
Dweck, Carol. “Carol Dweck Revisits the ‘Growth Mindset’” Education Week. Education Week, 22 Sept. 2015. Web. 02 Oct. 2015.
Graham, Parry, and William Ferriter. Building a Professional Learning Community at Work: A Guide to the First Year. Bloomington, IN: Solution Tree, 2010. Print.