Sometimes we are so focused on how we teach, we forget about how they learn.
In an article recently posted by Grant Wiggins this point is brought home in a powerful way. A math coach shadows a student for two days and reflects, “I have made a terrible mistake.” He continues to describe his experience of being in the shoes of the student, and suggests several lessons learned during those days. So often we free up teachers to watch others teach, or offer expert demonstrations, but the experience of putting ourselves in the trenches and reflecting on the student’s experience may, in fact, be even more impactful.
We do this all the time in the world of business. Companies ask, “How does the consumer like our product?” As a consumer we think, “How does this compare to other similar products or services? Does the service deliver what it promises?” As a consumer, however, we have choices. Students do not. Students end up in our classes and that’s that. Perhaps we should consider approaching our teaching from the perspective of the consumer, reflecting on the student’s experience with service that we are delivering.
So what did the math coach find? Too much sitting. Too much listening. Very little talking. A lack of engagement permeated the days. If we want students to learn, we need to incorporate what we know about how the mind works and how knowledge is acquired. Students must be presented with information and then allowed the time to digest that information through discourse, struggle and challenge. Simply imparting information, demonstrating “how to” do a particular problem type, and then asking students to practice that procedure does not lead to deep understanding. We need to consider principals of the universal design for learning, and hold classes that account for various learning styles. And we need to consider research on student engagement, which tells us “there is a close relationship between students’ experience of engagement and student learning. It has revealed that students learn best when they are engaged in deep, sustained and compelling work… in the company of teachers dedicated to taking up their work in generous, informed and exciting ways…with students who feel a strong sense of belonging. Learning tasks that engage students require and instill deep, critical thinking. They immerse the student in disciplinary inquiry. They are authentic and relevant for students. They require students to interact and be meaningfully involved. And they have intellectual rigor.”
I am imagining a shift happening where instead of pressure-filled evaluations of teaching, educators have conversations about teaching based on the experiences of the learners. I can envision administrators, coaches and teachers, shadowing students and schools and teams conducting professional conversations about opportunities for learning. The focus: opportunities to learn are directly related to teaching. Let’s move forward with a focus on learning that leads to the changes that we are all hoping for.
Best,
Sue Looney, Ed.D.
President - LMC