How do we encourage "good work" from our students?
Gardner's synthesis of "good work" stimulated thought on my part. He talks about work being "good" in at least three possible ways. It may be "excellent in quality", "responsible" meaning it is good for the wider community, or it may "feel good" because it is "engaging and meaningful."
During my career, I have focused most on the first category of high quality. My feedback to students is generally a reflection of my judgment of the quality of their work compared to my standard. In recent years I have become much better at providing rubrics and other descriptions of those standards in advance so students can self assess before turning in the assignment.
This book has made me think especially about Gardner's third category. In what ways can we make school work engaging and meaningful for students? I believe that many teachers, me included, have our students do work that we know from our experience to be useful in understanding our discipline. Does that automatically mean that the activities we assign will be engaging and meaningful to students?
I have long been critical of Math teachers and blamed them for the poor understanding of Math concepts by my students. My opinions have been formed over time based upon my experience in college Math classes and my observations of my colleagues in the Math department. Personally, I loved Math in high school and even decided to be a Math teacher when enrolled in college. It took just 2 semesters of college Math to convince me that I no longer wanted to pursue a Math degree. Upon reflection, I determined that the difference between my teacher in high school (I went to a small high school and had the same Math teacher for my final 3 years) and my college teachers was that my high school teacher always showed me how the things I was learning applied to the world. My college teachers, on the other hand, taught Math as the manipulation of a bunch of symbols that were of little interest to me in a practical sense.
What should we do in our teaching to make our students' learning engaging and meaningful to them? I would be interested in your thoughts.
During my career, I have focused most on the first category of high quality. My feedback to students is generally a reflection of my judgment of the quality of their work compared to my standard. In recent years I have become much better at providing rubrics and other descriptions of those standards in advance so students can self assess before turning in the assignment.
This book has made me think especially about Gardner's third category. In what ways can we make school work engaging and meaningful for students? I believe that many teachers, me included, have our students do work that we know from our experience to be useful in understanding our discipline. Does that automatically mean that the activities we assign will be engaging and meaningful to students?
I have long been critical of Math teachers and blamed them for the poor understanding of Math concepts by my students. My opinions have been formed over time based upon my experience in college Math classes and my observations of my colleagues in the Math department. Personally, I loved Math in high school and even decided to be a Math teacher when enrolled in college. It took just 2 semesters of college Math to convince me that I no longer wanted to pursue a Math degree. Upon reflection, I determined that the difference between my teacher in high school (I went to a small high school and had the same Math teacher for my final 3 years) and my college teachers was that my high school teacher always showed me how the things I was learning applied to the world. My college teachers, on the other hand, taught Math as the manipulation of a bunch of symbols that were of little interest to me in a practical sense.
What should we do in our teaching to make our students' learning engaging and meaningful to them? I would be interested in your thoughts.
Replies to This Discussion
-
Permalink Reply by Connie Weber on
-
Ken, this Edutopia article is such a great resource for us. Thanks so much for posting the link.
-
-
Permalink Reply by edi campbell on
-
I just skimmed through previous responses which I really should read before posting, BUT I promised myself I'd be here for 15 minutes checking email, then run to the store. That was 85 minutes ago! Consequently, my response is going to be much more practical and out of context of the flow. Sorry!
I'm back in the classroom this summer. I'm teaching what is supposed to be a very rigorous and intensive session of Economics in an urban setting with students from across the district. Most of our high schools are failing by federal standards. Get the picture? These are students who want worksheets and lectures.I began planning by deciding not to do that to them! I want to teach 21st century! I refuse to do all the work and to let my students be passive! I want tomake my students responsible for their own learning. I have them journaling daily so that they can reflect on what they've done and so that I can read and see what they're getting out of class. Essentially, I'm listening more to them. We discuss activities along the way. I explain the what and why and I make changes when they tell me something isn't working. I'm finding out their expectations and reactions and what gives them meaning. I find myself learning as much as I'm teaching and to me, that's a great sign! -
-
-
Hi Edi,
Yeah! Go, girl... You can and ARE doing it! Gotta love that attitude. Your comment here could be a "poster thought" for all teachers trying to get into a new way of thinking about education. Your students will come out of their shells (which was likely put there thorough irrelevancy of the curricula and lack of listening on the teachers' parts). They will become responsible for their own learning because of your style, which nurtures students in actually "owning" the learning. Kudos! Count me in as an ultimate cheerleader for you in this endeavor. From my experience, it takes courage--and needs support. All of your students won't respond, you know, and you can't take that as a bad thing, just more of the challenge. Some are more hurt, or have longer histories of being uninvolved in learning. They will take a longer time to awaken. Never give up...keep going!
It's so great how you're approaching your work in this class. Students who get to participate in the design of their classes--the design of their learning--are enriched and empowered. As soon as they experience that you really mean for them to be involved, they are likely to raise their expectations for themselves. They might just blow your mind with "good work." Please keep us posted, all along the way. What an adventure!
Thanks for sharing this with the group.
PS: I agree that feeling that you're learning as much as teaching is a great sign! -
-
Permalink Reply by Skip Zilla on -
Edi,
I just want to ditto what Connie commented. I can't explain why, but when you describe how you're trying to change your role in the classroom so that students take responsibility for themselves as learners, I feel elated. Imagine for a moment that the vast majority of teachers around the world started changing their classroom behaviors as you are doing. How do you think kids' lives would change? How would the world be changed? There is a day coming when the new world already happening in your classroom will be happening everywhere. It is not magic, but mindfulness that will make it happen. It won't be something that somebody else will do for us, but something that we actively do for ourselves one individual professional after another. It won't be as easy as changing clothes but will invoke from each of us personal vision and courage to act in new ways. People don't talk much about joy these days, but I hear in your (writing) voice an enjoyment of what you're doing, which is a glimpse of what will be the hallmark of 21st-century learning when it is truly widespread.
Thanks for making my day! -
- ‹ Previous
- 1
- 2
- Next ›
Commercial Policy
If you are representing a commercial entity, please see the specific guidelines on your participation.
The Fifth Year Anniversary Book Project!
Related Links & Events:
EdIncubator
EdIncubator" projects are designed to help education projects or initiatives build advisory councils with real educators, administrators, parents, and students giving real feedback. Current projects are below.
Groups interested in participating can contact Steve Hargadon directly.
Support:
Classroom 2.0 is a free site. You can support the network by making a donation (any amount):You can also support us by using our Amazon search link:
Thanks to support from:
Badge
About
Follow
Awards:
© 2012 Created by Steve Hargadon.
