Practice becomes pointy, becomes dangerous, when we practice with points. The point of practice is to prepare for more formal learning opportunities. I call them Learning Checks. They take various forms, but the purpose is always the same: engaging with students in a feedback/response process (learning). But when we attach points to practice, it becomes about grading, and in my experience kids come to see the purpose of practice as points in, or not in, the gradebook, and done becomes the point, and the point becomes done.

But isn’t that the point? To do? Yes, if the do is true. I am talking about the “Dilemma of Do” which I wrote about back in June of 2017 (http://www.letschangeeducation.com/the-dilemma-of-do/). Basically, the point, was to explore this notion that if we don’t attach points, kids won’t do (which I reject). But more, it was to explore the do of compliance and whether it was a “true do” or not. And while my thinking has certainly evolved some as I have had a chance to reflect and do better, I still stand staunchly in support that “doing for compliance” is lesser than “doing for commitment.” And I think that, really, becomes the point with practice: commitment, not compliance.

We give practice opportunities. The “do” is up to the kid. If they do it, and it’s designed intentionally and well to prepare them for a more formal opportunity, there is value in it–for the kids, not the gradebook. But what if they don’t do it? Where’s the value in that? At least when there were points attached, kids would do it? Would they? I am not so sure. I have found that some kids don’t discover the value until later, upon reflection after a Learning Check, they discover that doing the practice would have helped them perform better. And, for me that’s the point of practice: to help us perform better. This is as true in life as it is in the classroom. Generally, those who perform well prepared with practice. Practice is important. Practice prepares. When, it is done for its purported purpose, which I happen to believe better occurs in the context of commitment.

So, do we ruin it with points? Not necessarily. But I think there is greater value in practice than points to prove “done” in the gradebook. Of course, to be fair, it took me years to get here and my feedback-focused classroom has necessarily aligned itself to my point. As such, I am not suggesting one can simply make the jump here. But I do think one can take a step, as I did long ago when I wondered about the point of practice in my classroom.

Out of time. Will explore more tomorrow.

Happy Thursday, all.

Do. Reflect. Do Better.