"Show of hands...who got that question wrong?" A half a dozen hands shoot up. Without fear, reserve, or trepidation. "So do you see where you went wrong?" Heads nod. A few neighbours share their whiteboard to illustrate something quickly. "What do you still need to practice? Do you know what your next step is?" The teacher dismisses everyone from the circle to complete a personal assessment on the math concepts they have been learning. Each student logs into a computer and fills out a small checklist. "I don't understand this concept." "I understand bits of it." "I understand it all." "I understand it and can teach it to someone else." Each checkmark also requires proof. A statement indicating why the student feels they are at that level in that specific skill. "I know my 1-6 times tables but I get stuck on the 7 and 8 tables." "I helped a friend with how to build a multiplication array." "I didn't know where to start on the word problem today," "I got stuck part way through and needed to use a key to unlock my block." The self-assessments are honest and accurate. Why? I believe it is because there was absolutely no shame in not "being there yet." This idea is sometimes called "The Power of Yet." I do not understand yet. I am not quite there yet. But I will be soon. Admitting you don't know something won't result in a bad mark, it will result in needed help, the opportunity to review, a chance to practice and then show evidence of learning. To create this climate in the classroom might be the most valuable task I can do to equip my learners to be ready for anything. To be released of the fear of a bad mark because you don't know yet means students won't sit in silence, won't try to fly under the radar, won't hide in the back, won't cheat for a good mark. True learning happens when they are free to move forward.
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Terri-AnnPersonal reflections on project-based learning. Archives
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