In my performance-learning classroom there are three basic components that we rely on: practice, performance, and feedback. I only use “grades” because I have to, and my “grading,” as most of you know, is–intentionally–far from traditional. And so, as I’ve written about numerous times, “work” looks different in my classroom. Well, it may not actually look that different. After all, that is a worksheet down below. But it feels different. Just ask my kids. They will tell you that work is optional, but I would also hope that they would tell you that work is beneficial. If it does not advance their learning, I don’t want them to do it. Sometimes–often times–they make this decision before the work. They decide they don’t need it. And that’s understandable; they’ve been subjected to teacher work far too often in their experiences, and they have discovered that much of what we put in front of them is just busy, fill-the-time (or the grade book) work. Jennifer Gonzalez speaks this truth in her recent post Frickin’ Packets. Kids are keen to the work game we play. So, many of them are reluctant to do the work. Work. Just another four letter word. One they learned early, and have come to revile deeply.

But I am seeking to change that. As I mentioned above, many of my kids don’t dive directly into the work. It’s work. But as we continue down the path to proving our learning through performances, many come to discover the benefit. They find themselves going back to the “work” as they learn through feedback that they are not meeting the performance targets. Yes, it’s retroactive, but for many, it’s also now relevant, because they are now in the context of the learning, and they see, they better understand the worth of the work. That does not mean that they go back and complete the entire worksheet, but instead, they go back and do what they deem helpful. The example below is not my best of this, but it is my latest. The kids are preparing to write their introductions for their Project Be a Voice pieces. Yesterday I put this in front of them to help them find their way. Some dug into it out of necessity. Others dismissed, but not disrespectfully. They already knew where they were going. It is likely that some will have to come back to it, but they get to make those big-kid decisions. It is their learning. It is their work. They will get out of it what they put into it. And that’s not untrue in the real world. But I also know it is not untrue that if we don’t find much value in it, we tend not to do it in the “real world” either.

On occasion, in my less resolute moments about this, when I wonder if this approach has any merit, I see my kids doing “work” from other classes. And more often than not that “work” is copying their friends’ worksheets, and this gives rise to my own four letter words about that kind of work. Work.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…begin drafting our introductions.

…reflect in our Journey Journals.

…end with a Sappy Sy Rhyme.

Happy Thursday, all.

Do. Reflect. Do Better.