- A student returns to class after pull-out support, looks around, and asks, “What are we doing?”
- I’ve finished my mini-lesson and call on a student with a raised hand. “I don’t get it.” he says.
- I conference with a student who holds out her paper and asks, “Is this good?”
These interactions remind me there is often a mismatch between teaching and learning. Learning is that “in the head” process only perceptible through the work, behavior, or conversations of our students. So I need to keenly observe their words and actions to get inside their heads, see my teaching through their eyes, and better align pedagogy to student need. I need to find ways to make my intentions and expectations more visible and accessible to them. If I have any hope of cultivating self-directed learners they truly need to see the direction we are headed! Here are a few approaches I have found to be helpful.
Give them the box to the puzzle! For some of our students, school is a big puzzle. Routines and structure can be like the box to that puzzle for students; the big picture for how all the pieces fit together. Frameworks that use a workshop model, mentor texts, exemplars, anchor charts, and posted learning targets give a visible structure to the expectations. This predictability can free up working memory from what are we doing to focus more on how are we doing it.
For students who are pulled from our classroom for supports, it is critical that consistent structures are in place as they come and go. They should see assignments, anchor charts, exemplars, and/or learning targets posted so they can join in with minimal difficulty. They should have an idea of what the class was doing while they were away so they can continue to make connections to their learning. If students seem disoriented, confused, or disconnected, we need to find ways to take the mystery out of how school (or at least our classroom) works for them.
You can’t hit a target you can’t see. Unless students clearly understand the intended learning, it is difficult to meet the expectations. Students are shooting blind when the teacher is the only one who knows the exact location of the bulls eye. They may be aiming in the right direction, but their accuracy is severely compromised. When we create ‘kid-friendly’ learning targets that address ‘bite-sized’ amounts of learning, it removes the blinders and allows for greater self-direction from students. It makes the intention of the lesson visible and accessible to everyone, not just the teacher.
Try to see our expectations through our students’ eyes. What would “right” look like? What would comprehension/understanding sound like? How will I know when I’ve “hit” the target? Many teachers use a framework for targets using this stem to increase visibility: Today I will____, So I can____. I’ll know I have it when____. Students need to see how the activity they are engaged in moves their learning and skills forward. Time is too precious of a commodity in schools for students to engage in activities that do not explicitly advance their learning or understanding. Making our expectations clear and visible can eliminate wasted time and energy for students trying to figure out what we want from them.
Post Look-Fors. Anytime we hang student work in the hallways or publish it to an audience, we can’t be sure what others will notice. I encourage teachers to post Look-Fors that direct attention to the learning that happened while completing a piece of work. If word choice was a focus for a writing project, a Look-For that illuminates this for the audience will give equal time to process as well as product. Ex: “We’d like you to notice our 4th graders worked hard on using more precise and descriptive words in this writing.” Look-Fors invite others to appreciate the learning and encourages other students to try out those skills and ideas as well.
Good demonstration is good communication. Think alouds and demonstrations are nothing new, but I think they are often underutilized in classrooms that feel time-compelled to fit more and more into a busy day, but they are one of the best ways to make the invisible (thinking) more visible (words and actions). They require us to slow down and accurately recreate the thinking and behaviors that go into successfully completing a task or understanding a concept.
However, I would encourage us to reflect on our demonstrations and consider how closely they mirror the thoughts and behaviors of all the students in our classrooms. Frequently we model or think aloud the right way to do something, yet we have students who don’t grasp what we are doing. Our modeling is outside their zone of proximal development. If we asked ourselves, “How might a struggling student approach this task?” and offer a demonstration with this in mind, we may provide a more accessible model. What are some typical misconceptions we are seeing with students? How can we offer demonstrations to address and support them? What if our think alouds walked students through common confusions?
The best demonstrations offer our students a visible path from where they are to where we want them to be. Modeling expectations without contemplating the starting point of our learners may end up leaving many behind.
Create/document a learning history. Sometimes it takes visible proof to help students see their learning and foster a growth mindset. Because it happens so incrementally, students often don’t believe they are growing. Keeping samples of student work in portfolios (either digitally or on paper) can be a powerful visual documentation of their learning history.
Students who keep writer’s notebooks are often amazed near the end of the year when they look back at their early work. (“I never even used to paragraph!”) Students who keep reading logs/lists are frequently stunned at how much they read. (“Oh wow, I forgot I read all those Flat Stanleys!”) Keeping samples of math work can demonstrate the increasing complexity and variety of math work students worked on during the year. (“That’s so easy now.”)
Opportunities to reflect on learning over time is a powerful way to develop a growth mindset that can sustain students when they encounter new challenges. Invite them to reflect with stems like: I used to ________ but now I ______. Some things that used to be hard for me were: _____. Then encourage students to lean on those revelations to buoy them in the future: “When I have assignments that are hard next year, I’m going to remember_____.”
In the same way, we make physical growth visible with lines drawn on door frames, and we can make their cognitive growth more visible as well. For many of our students, seeing is believing. We need to make the invisible, more visible.