She is sitting right in front of me. It was her work that led us here in the first place, and at this place it seems an affront not to include her voice in something so personal, something so complex.
My first step into my “changing education” journey was focused on grading. Unsettled by the “grade game,” I sought to change the game by focusing on learning–not grading, which led to that radical first step in year one where I gave every student an A for the year. Since then, my journey has taken me along a number of paths as I have explored ways to push grading aside in order to let learning have–to let learners take–center stage. Below is the message I shared with them yesterday as I presented my “select-and-support” approach to grading.
Their learning. Their story. This is where I have landed in principle and in practice. I ask the kids to take the lead on determining their final grade in what I have come to call a “Learning Letter.”
This, of course, is not a new idea in the Project 180 Classroom. It, in general, has been the approach since year two. This is just the latest form it has taken. This is latest path I am on to focus on the learner in the learning.
Of course, some raise a brow at such an approach, suggesting I am undermining the integrity of the system, and even committing malpractice as I am the one who is qualified to measure learning. Yes, I have the title of teacher, and, yes, I guide the learning experiences, but I question–fervently and frequently–if I alone am solely qualified to judge learning, especially within the confines of the system’s conventional approach to labeling learning and learners. It seems the oft forgotten element in this is the learner. How can I not look to this primary source? She is sitting right in front of me. It was her work that led us here in the first place, and at this place it seems an affront not to include her voice in something so personal, something so complex. I have to include her. And so I do.
So, have I found the way? Of course not. I will never find it. The territory is too vast. But at the end, when I come to rest, I will look back upon my journey, and I will say with confidence that I tried. This is just my latest in a long list of tries to find the learner in the learning.
Happy Thursday, all.
Do. Reflect. Do Better.
I completely agree with the idea of operating a gradeless classroom. I have done so for the past 5 1/2 years. Each year (sometimes each semester) I tweak how the classroom operates trying to “get it right” if such a thing exists. I have required students in the past to write a letter or essay to me suggesting what their grade should be with evidence to support their assertions. My question for you is this: What do you do when students don’t write the essay and say “give me whatever you think is fair”? Even when I conference with them, some of them resort back to that statement and it’s highly irritating to me.
Hi, Mike. So sorry. I meant to get back to you sooner. I know your frustration. I just try to stay in the conversation (not always easy). Most of the time, I am able to get something from the kids, but there are some from whom I get nothing, and yes that’s frustrating, but I just try not to take it personally and hope for more, better next time around. Wish I had the answer. Thanks for chiming in. Again, sorry I did not respond sooner. Take care.