This is probably a longer post than what it’s going to be, but since I am getting a late start this morning, it will have to suffice for now.

I am experimenting. Again. Always. I sense a better around the bend, so I am wont to give chase. So I am.

I have never really been a fan of “I can” learning target statements. I know, how could I not be a fan of can? Everyone’s a fan of can. So, what’s my prob? This. Arrivals and ends are suspect to me. And “I can” suggests an arrival, an end. But I have found these statements to be less “endy” than they really are. “I can.” For how long? Will they be able to Monday after they leave it all on the test on Friday? Will they be able to next year with a new teacher? Will they be able to in different contexts? Will they want to? “We learned that last year.” We’ve heard this from kids countless times, but we seem to discover most times, that they “can’t.” So, maybe they never really could. Maybe they hadn’t arrived. Maybe they were just continuing.

And there’s the experiment. I have long thought and talked about learning being an experience. Even here, I (though I have not during the pandemic) would share at the bottom of my posts a “Today’s Trail” section, a version of my experimental experience targets.

“Along today’s trail we will experience…”

Learning is experiencing. So, with that in mind, I have recently (just this week) begun using “I am” statements with my kids when they talk about their learning experiences.

Fittingly, I am using the present progressive (“to be” + -ing). Kids begin their reflections with “I am…” and then they continue with what I have come to collect and call “Learning Language” (see below).

I am still collecting. It’s in the fledgling stages right now, but for now, this is the progressive path I am presenting to my kids as they learn to talk about their learning.

I have so much more to say about this, and I will, but I am out of time today. Sorry.

Happy Wednesday, all.

Do. Reflect. Do Better.