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In Your Corner, Student Learning
Four Crucial Conversations We Need to Have With Students
Adults are busy making plans and designing programs to support students as they transition to what will become the new normal for their learning. In the near term, assessing student progress, planning strategic interventions, and positioning students for academic success in the fall may need to take precedence over some other activities.
Certainly, these preparations are important, but we must be careful not to discount or ignore the importance of engaging students so they can understand and make sense of what is happening to and around them. Students will be making decisions too. They will decide whether to give their commitment and energy in response to the expectations we present and activities we plan. They will decide whether they feel safe and connected. If we fail to engage them in ways that build reassurance and confidence, much of the planning we do will have little impact.
In the coming weeks, there are at least four conversations we need to have with students. Each of the conversations can help students to gain a healthy and useful perspective on what lies ahead and provide reassurance that they will be safe and can succeed.
First, we need to engage students in conversations about their learning and help them to build their learning path. We know that many students found learning during the pandemic to be challenging. Disruptions, transitions, and shifting conditions made learning focus and consistency difficult to maintain. Consequently, we need to have thoughtful conversations with students about the status of their learning. Appearing to blame and punish students for lack of progress and threats of retention and remediation risk making the situation worse. So many students experienced so much loss over the past year. Adding the burden of “catching up” risks unwarranted feelings of guilt that will undermine motivation and confidence at a time when students most need to commit to their learning and focus their energy. Rather, we need to work with students to focus on the next levels and most crucial areas for learning now and begin to build a path forward with students to guide their learning and provide support to help them see success as within reach.
Second, we need to spend focused time with students helping them to identify and appreciate skills and knowledge they have gained that may not be measured; learning that was “off the books.” Survival and success for many students during the pandemic required them to learn and perfect skills to support themselves during remote learning and other settings. Skills such as resilience helped students to bounce back and keep trying, even when they were discouraged. Organization, prioritizing, problem-solving, and other aspects of self-management helped students to keep their learning going even when their teacher was not present and other students were not immediately available to consult. Knowledge of how to use technology tools and applications grew significantly. These skills may not be on the standardized or diagnostic assessments students will be asked to take in coming weeks, but if valued, recognized, and reinforced as students transition between learning environments, these skills can be accelerators for future learning success.
Third, we need to engage our students in conversations about transitioning to the new normal. Students across the nation spent much of the past year in learning environments where norms and other behavioral expectations were not the same as they would have experienced in a traditional classroom. They likely experienced greater freedom of movement, more choices regarding the use of their time, and more control over their attention and activities. Classroom procedures were also modified and consequences for unacceptable behavior were adjusted from what might have been experienced during in-person instruction. We need to help students to understand how learning activities and expectations will be different and why. We may need to be flexible to allow students time to adjust, but we also need to be aware of traditional in-class expectations that we may need to adjust or abandon. Crucial to this conversation is our listening to how students are perceiving and responding to the transition. Some students may find the experience to be more traumatic than we expect.
Fourth, we must have conversations with students about their physical and psychological safety. Most students understand that the disruptions and restrictions of the past year were due to physical safety concerns. As students return to in-person learning, we need to discuss with them how their learning environment is being kept safe. Some steps are obvious. Physical distancing, learning cohorts, masks, and open windows all communicate responses to the potential dangers of the virus. However, we also need to talk with students about how these measures help keep them safe, even though some practices may be awkward and uncomfortable. We also need to help students to feel safe emotionally and psychologically. Many students will feel anxious about engaging with others and renewing friendships or making new friends. We need to help students to feel connected and included in the classroom. They need to feel noticed and respected. This is a crucial time to design activities and structure routines that build a culture of safety and inclusiveness.
Obviously, there is much to be done to prepare for the coming summer and opening of a new school year. However, we need to prioritize engaging students in important conversations about their experiences, fears, and plans if we hope to gain their commitment and build toward their success.
In Your Corner, Student Learning
Not All Learning Is Equal in Summer Catch-Up
Educators and school administrators across the country are busy developing plans, structuring programs, and designing instruction for crucial summer learning experiences. Some activities may focus on helping students to recover credits they failed to earn. Other experiences may be aimed at developing specific skills and content with which students have struggled. Still others may target broader learning activities to help students to reengage and ready themselves for the start of a new year.
Regardless of the particular areas of focus, it is important to ask ourselves what type of learning we are seeking. Should we set the low bar of meeting minimum requirements to award a credit, even if learning is minimally gained and quickly lost? Or are we seeking to build significant learning that students will retain and have access to in the months and years to come? Do we want students to accept instruction and cooperate? Or do we want to build ownership and flexibility in learning skills that students can use to build future learning?
Our intentions and goals matter because each of these types of learning suggests a different set of learning activities in which students will engage. Let’s consider four types of learning experiences and how we might design activities that make each form of learning a likely outcome.
First, and at a relatively low level of learning, is receptive learning. In this experience students are expected to listen, follow directions, practice, and respond with evidence of having received the information presented. Students may memorize content, use mnemonic devices to capture lists or steps in a process, or they may take notes to study as a means of repeating back what has been presented to them. While this type of learning experience can position students in the short term to pass quizzes and perform satisfactorily on exams, the learning is often isolated in students’ minds and is not deep or easily retained. Consequently, it may not be accessible in the future and learning that is intended to build on receptive learning can be challenging.
A second type of learning is an integrating experience. This learning goes beyond isolated facts and memorized processes to connect with prior learning. Students are coached and encouraged to tap what they already know to make sense of and understand the significance of what they are learning. Integrated learning is typically retained for a longer time than receptive learning and students are likely to be able to access this learning to support future learning challenges and tasks. However, students may not necessarily be able to easily apply integrative learning in settings and for purposes other than what students experienced in the original learning context.
The third type of learning moves to the next level and supports students in applying what they are learning in new and less familiar contexts. Beyond memorizing a process and connecting to prior learning, this experience provides students with opportunities to solve problems, perform tasks, and interpret information using what they are learning. Learning at this level drives understanding to deeper levels and positions learning for long-term retention and access. Educators have often considered this level of learning as an ultimate outcome. While ensuring that students can apply new skills and knowledge in settings other than where the learning occurred is useful and important, in today’s world it is also important to move to yet another level of learning to fully prepare students for their future.
The fourth, and most empowering, level of learning involves experiences that encourage and support students to engage in creating something new with what they are learning. When students use new learning to discover new solutions, develop novel approaches, and imagine new applications, they move from receiving and integrating what they are taught and applying what they have learned to generating something that they own. Confidence grows and risk-taking becomes exciting. These creative activities can be as simple as having students develop problems to solve, tasks to complete, and design learning experiences that depend on what students have learned. Or students may mine their learning for insights, understandings, and applications beyond what has been presented to them through instruction. What students create can be simple and straight forward or complex and challenging. The key is to give students opportunities to move beyond being told and shown to designing and creating by using what they now know.
Of course, summer learning experiences will need to address a variety of needs and serve many interests. However, in every setting we need to give students rich learning experiences. They deserve opportunities to nurture ownership for their learning and maximize the length of time they will retain it. Our ultimate goal needs to be empowering students to do all they can do with the learning they gain.
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In Your Corner, Student Learning
In Your Corner, Student Learning
In Your Corner, Leadership and Change Management
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Share your story and the tips you have for getting through this challenging time. It can remind a fellow school leader of something they forgot, or your example can make a difficult task much easier and allow them to get more done in less time. We may publish your comments.
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