In an intelligent classroom collective, things will arise that the teacher may not have considered previously.
Do you remember connect the dot drawings you did as a child? You drew lines to connect numbers and created a simplistic outline of a more complex image. It was a great way to feel a sense of mastery and had an element of surprise. I can draw an owl!
But let’s face it, is was no artistic masterpiece! At best, the finished outline hinted at the subject. For instance, a dot-to-dot of an owl described owls in a very generalist way. The outline did not provide any detailed information about any specific owl. If you wanted to know about owls in the general sense, then the outline was great! But to discover more about the nuances and special features of a specific owl, a definite no go!
A dot-to-dot drawing tells us more about owls in general. It does not describe any ONE owl.
Ok. How about learning targets? Are they a bit like a connect-the-dots outline? Do they describe every child rather than any specific child? And, if each child uses the same dots to connect their learning lines as they move through school, what picture are they creating for themselves, about themselves? Are they finding out and exploring who they are? Specifically. Uniquely. Individually.
Or, are learners discovering more about who WE want children to be? In general. Do learners discover more about how their learning compares to the connect-the-dots outline of every child?
I wonder if learning targets (or outcomes, standards, intentions) might serve as a starting point rather than a stopping point on the journey of fostering learner agency and personalization. Are the creation and sharing of learning targets THE ultimate destination? Or, are learning targets, perhaps, a move TOWARDS inviting students into owning the learning, and a doorway into clarifying what is important in the learning landscape.
Maybe, learning targets are a step towards clarity but perhaps a world of exploration lies beyond?
Moving Forward with Learning Targets
Continuum over Comparison
- Celebrate jaggedness
When students are presented with learning targets and a corresponding 4 point criteria scale (whether these are in words or in numbers) we inadvertently create an unspoken expectation that EVERY child should work towards a 4 for every learning target. But is this realistic? And is this what we want? Could we find a way to represent and emphasize the learning journey of each child as a unique continuum rather than as a comparison to an artificial standard?
Acknowledge the Lived Curriculum
- All targets/standards/outcomes in play all the time
Do we see learning as a linear march through the curriculum? Do we as the teacher cover the topic and that determines when it has been learned? Or could we have ALL the learning targets out (like a deck of cards spread out on a table top) and put them in the hands of the learner?
- Students identify when they have experienced a learning target
Learners come with unique backgrounds and strengths. Can we assume to know what each child takes away from a learning experience? Or could learners be empowered to do this for themselves? Of course, we as educators still have a vastly important role in this process but maybe it shifts to designer, observer, documenter, and nurturer.
- Learning targets that are expansive and open
Do the learning targets invite diversity of thought? Sometimes learning targets can be quite specific and narrow. For example, I can multiply 2 integers, emphasizes the technical skill. In comparison, I can explore multiple strategies when I multiply integers, invites the possibility of diversity of thought.
Moving Beyond Learning Targets
I have just begun to consider what this might look like in practice. Currently some clues I am exploring are:
Consider Emergent Outcomes
More and more, we are required to map our assignments, assessments, and curricula to learning outcomes. But I find it strange that teachers and institutions would pre-determine outcomes before students even arrive upon the scene. I have argued, instead, for emergent outcomes, ones that are co-created by teachers and students and revised on the fly. Setting trajectories rather than mapping in advance the possible shapes for learning.
Use Larger Frames
Invite learners to consider themselves at a more holistic level. Rather than asking students to measure themselves against a predetermined standard in a content area, use the content area as means for students to explore who they are. The curriculum serves the child rather than the other way around. In B.C. we have the unique opportunity of leaning into the frames provided by the core competencies.
Consider Community as Curriculum