Long ago I decided to start teaching students to master skills rather than remember content. Some colleagues do not see the difference in the two; when asked, I enjoy the opportunity to explain how making subtle changes daily has transformed my teaching journey.
The first difference is the lens through which I plan my lessons and units. Of course, I use UbD backwards design and those who know me would say “of course she goes over the top and customizes even THAT.” While planning I consider how these particular students are going to respond to the activities that I have planned:
What are the special interests of each student?
Are there parents who have experience in this topic?
How can I link this new learning to things that students have already experienced?
In what ways can I make maximize student agency?
Because I am a science teacher, I must now consider 3-dimensional learning. How are students going to interact with this material and how are these interactions going to progress over time. In my mind, this is a cycle where some students get off and progress to the next step while others are given time to reach mastery before being asked to move to the next step. I have found that this is another divergence from conventional thinking; if there are 25 students then there may be 25 different levels of mastery at one time. This is overwhelming for some teachers, but it all goes back to mindset. The students who are farthest ahead support other learners in the class – remember “the best way to learn is to teach.”
The cycles are composed of progressive activities including the hook, gathering basic information from text or an exploratory activity, reading articles or watching videos to gather information to answer student-generated questions, making claims about what they have learned, and generating evidence to support these claims.
None of these activities are graded. These are learning opportunities meant for students to make mistakes, use feedback and try again. I use these to assess student progress and provide feedback, make suggestions for next steps, and encourage them to think deeper. I teach in a traditional grades school so I have to provide grades for progress reports. My solution is to have a summative (graded) assessment after a cycle of formative (ungraded) assessments. Progress on formative assessments is tracked in the electronic grade book by level of mastery and comments about how this mastery was or was not demonstrated. One assignment may include all 3 dimensions NGSS so this individual assignment may have 3 spots in the grade book.
Sound complicated? It was and still can be at times but I cannot see myself treating students’ learning any differently. I have to value every effort that each student makes no matter how small.