“Nothing stops an organization faster than people who believe that the way you worked yesterday is the best way to work tomorrow.” — Jon Madonna
My quest to sketchnote each chapter as a reflection of Couros’ book The Innovator’s Mindset continues…
Chapter 6 focused on discerning the difference between engagement and empowerment. Truth be told, empowerment wasn’t high up on my radar because I was one of those teachers who focused more on the engagement side of learning. Oh, but I’ve had tons of conversations with my #PLN about teaching skills versus content and I understand the important role that both play in student learning. But what stood out to me from this section is the importance…no, the imperativeness (I hope that’s a word) of empowering my students to truly take charge of their learning. It’s not enough to introduce them to the tools and the content, but rather I need to make sure that each child that walks through my door understands that they have the power of choice. In my department, student choice is actually part of our classroom expectations. And we don’t merely pay lip service to the term either. Using a revised version of Marzano’s learning scales, we’ve broken down the standards by skills: Level 3 – describe/define, Level 4 – analyze, Level 5 – synthesize/evaluate/create. Students choose their level of learning for each unit and complete tasks, assignments, and activities for that level. But what I see that we need to do better is give students choice in what they want to study. Sure, we have standards that students will be tested on (district benchmarks, anyone?) but why not give students the power to choose which aspect of the content they would like to explore further? Because we use Haiku Learning for our classes, we could easily create a place for students to curate their learning. In fact, Flipbook is something that we tried last year at the 7th grade level and we (the teachers) loved it! Actually, our students really enjoyed it as well because they could see the Flipboard magazines from the other World History classes and comment/like what they saw. Hmmmm, and the wheels are turning in my head…
Now because I’m about ready to start my doctorate…and because I’m a HUGE geek when it comes to schooling, I’ve already started to read two of the books for this upcoming semester (I know, I know. Please don’t judge me).
What I found interesting is that Couros isn’t just taking about pie-in-the-sky learning experiences for students; what he’s proposing is supported by research. While Couros (2015) states that “it is imperative that we teach learners how to be self-directed and guide their own learning, rather than rely on others to simply engage them” (p. 1368 eBook), the National Research Council (2000) explains the importance of active learning, “New developments in the science of learning also emphasize the importance of helping people take control of their own learning. Since understanding is viewed as important, people must learn to recognize when they understand and when they need more information” (p. 12). Sounds a lot like empowering students is important in order for them to become self-regulated learners.
But it’s not enough to simply talk theory and what if’s. In order to truly make a difference, Couros next focuses on shared vision-making. What the admins want is nice. What the teachers want is nice. What the students want is nice. But without coming together and creating a shared vision about what learning should look like, everyone is really just out for themselves. It’s not easy bringing many stakeholders together for shared vision-making, but it’s one that is absolutely necessary. And I think that schools (mine included) may need to go back to the drawing board or stay at the drawing board until a shared-vision is created and accepted by all.
National Research Council (2000). How people learn: Brain, mind, experience, and school: Expanded edition. Washington, DC: The National Academies Press. doi:10.17226/9853